You Kno W Your CH Ild Is Gifted W HEN..

GALBRAITH
PARENTING/GIFTED
YOU KNOW YOUR

CHiLD IS GiFTED WHEN...
YOU K N O W
YOU KNOW YOUR CHiLD IS GiFTED WHEN...

A BEGINNER’S GUIDE TO LIFE ON THE BRIGHT SIDE
“What does it mean to be gifted? Is it about being smart? Creative? Talented? Or what?”
R C H i L D I S
If you’ve ever asked these questions, this book is for you. Humorous cartoons blend
with solid information on giftedness—its characteristics, challenges, and joys. First-
person stories from parents who have been there offer reassurance and insights. As you YOU E N . . .
smile at the illustrations and anecdotes, you’ll discover what sets gifted kids apart and
how you can support your child’s unique abilities. You’ll strengthen your parenting
skills and get answers to other questions you’ve wondered about—like “Are gifted kids
really that different?” “How are kids selected for gifted programs?” and “How can I help
E D W H
G i F T UIDE TO LIFE
my child make the most of his or her abilities?” And you’ll sigh with relief as you learn
ways to help your young gifted child—and yourself.
G I N N E R ’ S G
JUDY GALBRAITH, M.A., is the founder and president of Free Spirit Publishing and author of The Gifted
Kids’ Survival Guides. She has worked with and taught gifted children and teens, their parents, and A BE I G H T S I D E
their teachers for over 20 years. KEN VINTON, M.A., is the author and illustrator of Alphabet Antics and
Write from the Edge. He teaches art to 7th–9th graders and creativity to gifted students. He also teaches
art education at Indiana University of Pennsylvania. Ken and his wife are the parents of two gifted
ON THE BR
grown-ups.
ISBN-13 978-1-57542-076-9
ISBN-10 1-57542-076-7
5 JUDY GALBRAITH, M.A.
AUTHOR OF THE GIFTED KIDS’ SURVIVAL GUIDES
9 781575 420769
ILLUSTRATED BY KEN VINTON, M.A.
“I LOVED this book! I’ve read most of what’s out there for parents of gifted
children. This book is great for someone who’s just embarking on the
wondrous journey of knowing your child is gifted—or for someone who
doesn’t quite know what being gifted means.”
—Suzy Schultz, Chicago Tribune
YOU KNOW YOUR CHiLD

IS GiFTED WHEN...
Judy Galbraith, M.A.

Illustrated by Ken Vinton, M.A.
Edited by Pamela Espeland
From You Know Your Child Is Gifted When . . . A Beginner's Guide to Life on the Bright Side by Judy Galbraith, M.A., copyright ©2000.
Used with permission of Free Spirit Publishing Inc., Minneapolis, MN; 800-735-7323; www.freespirit.com. All rights reserved.
Text copyright © 2000 by Judy Galbraith
Illustrations copyright © 2000 by Ken Vinton
All rights reserved under International and Pan-American Copyright Conventions. Unless
otherwise noted, no part of this book may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording
or otherwise, without express written permission of the publisher, except for brief quotations
or critical reviews. For more information, go to www.freespirit.com/company/permissions.cfm.
Free Spirit, Free Spirit Publishing, and associated logos are trademarks and/or registered
For my mother, Lavonne Elaine Galbraith, with gratitude.
trademarks of Free Spirit Publishing Inc. A complete listing of our logos and trademarks is She taught me to love books and reading. While I was growing up,
available at www.freespirit.com. she gave me many opportunities to develop my intellect,
Library of Congress Cataloging-in-Publication Data creativity, and passions…all of which have allowed me to have
Galbraith, Judy. a very challenging and interesting life.
You know your child is gifted when . . . a beginner’s guide to life on the bright –JG
side / Judy Galbraith ; illustrated by Ken Vinton ; edited by Pamela Espeland.
p. cm.
Includes bibliographical references and index.
ISBN 1-57542-076-7 (pbk.) This book is dedicated to the two gifted people who
1. Gifted children. 2. Gifted children—Education. 3. Child rearing. I. Espeland,
Pamela. II. Title. change my life every day—my children Ali and Ryan.
HQ773.5 .G37 2000 –KV
649’.155—dc21 00-037168
Cover and interior design by Percolator

Index prepared by Randl Ockey
10 9 8 7 6 5 4 3
Free Spirit Publishing Inc.

217 Fifth Avenue North, Suite 200
Minneapolis, MN 55401-1299
(612) 338-2068
help4kids@freespirit.com
www.freespirit.com
From You Know Your Child Is Gifted When . . . A Beginner's Guide to Life on the Bright Side
by Judy Galbraith, M.A., copyright ©2000. Used with permission of Free Spirit Publishing Inc.,
Minneapolis, MN; 800-735-7323; www.freespirit.com. All rights reserved.
ACKNOWLEDGMENTS CONTENTS
Special thanks to Betty Johnson, a parent, grandparent, and long-time Introduction ............................................................................... 1
educator and advocate for gifted children, who read this book in its Characteristic: Advanced Intellectual Ability ( Really,
early stages and offered thoughtful and helpful comments.
Really Smart) ............................................................................. 6
I’m grateful to the parents who shared stories about their gifted chil- What does “gifted” mean? ......................................................... 10
dren and gave me permission to print them here. Although I wasn’t Where does giftedness come from? ............................................ 14
able to use every story, I read and appreciated them all. My thanks go Characteristic: Verbal Proficiency (Words, Words, Words) ........ 16
out to Tonya Andersen, Hilary Cohen, Lee and Dana Dugatkin, Kathy A. Are gifted kids really that different? ........................................... 20
Eads, Pamela Espeland, Karla Evans, Christine Fessler, Nancy Golon,
Leese Johnson, Kiesa Kay, Carolyn Kottmeyer, Joni Lawver, Wendy Characteristic: Curiosity (Endless Questions) ........................... 24
Lestina, Kiki Mercer, Lisa Rivero, Mike Robinson, Teresa M. Schultz- How are gifted kids identified? .................................................. 28
Jones, Michelle Smith, Elizabeth Verdick, Erin Vienneau, Meredith Who gets left out? ..................................................................... 32
Warshaw, Gayle Wiens, and Kathy Zappa. Is there a better way? ................................................................ 34
A Gifted Program Glossary ........................................................ 39
Characteristic: Creativity (No Limits) ....................................... 43
To tell or not to tell? ................................................................. 47
Are gifted kids gifted at everything? ........................................... 49
Characteristic: High Energy (Always on the Move) ................... 53
Are there more ways to be gifted? .............................................. 57
Characteristic: Focus, Passion, Intensity (One-Track Mind) ...... 64
What’s wrong with perfectionism? ............................................. 68
Characteristic: Logical Thinking (Strong Persuader) ................. 74
Are young gifted children capable of abstract thinking? .............. 78
How can I help my child make friends? ..................................... 79
Characteristic: Sensitivity (Feels Everything) ............................ 82
How can I help my child handle teasing? ................................... 87
How can I build my child’s self-esteem? .................................... 90
Characteristic: Sense of Humor (Keeps You Laughing) .............. 94
Are there other characteristics of giftedness? .............................. 97
Advocating for your gifted child ............................................... 100
Taking care of yourself ............................................................ 107 INTRODUCTION
Resources for Parents and Teachers .......................................... 109
Index ...................................................................................... 117 John was driving to the store with his son, Lars.
About the Author and Illustrator .............................................. 120
“Dad,” Lars asked, “if there’s no air in space, how does the sun burn?”
“You don’t need oxygen for a nuclear reaction,” John responded.
“Oh, that’s right,” said Lars. “I forgot.”
Lars was 4.
All kids say and do cute and wonderful things. All parents have sto-
ries they love to tell about their children—times when they were sur-
prised, delighted, or left speechless. As a teacher, author, publisher,
speaker, and workshop presenter, I’ve heard many tales of accomplish-
ments, achievements, and amazing feats. But the ones about gifted
kids stand out.
1
I’ve worked with, taught, and been an advocate for gifted children 2. When defining the characteristics, I alternate between “he” and
and teens for more than 20 years. During that time, I’ve talked with “she.” This reinforces the fact that these characteristics apply to girls
countless parents. One question I’m asked over and over again is, “I and boys alike, and it makes for easier reading than “he or she.”
think my child is gifted, but how can I be sure?” In fact, if you think
3. Children used to start school at age 5, when they entered kinder-
your child is gifted, you’re probably right. You know your child better
garten. Today, many children are in day care as infants and toddlers,
than anyone, and you’re in the best position to judge your child’s abil-
and in Head Start and preschool before kindergarten. Structured
ities and potential. In one study, a researcher found that parents were
learning begins at an early age. Rather than use the words “day care
better at identifying giftedness than teachers.
or preschool or school,” I’ve simplified to “school.” And “teacher”
Officially, and usually for purposes of deciding which kids will get
means any kind of teacher—kindergarten, elementary, preschool, or
into special school programs, “giftedness” is determined by screening
day-care provider.
and assessment. Most often, this involves tests, observations (by
testers, teachers, and counselors), and reviewing the child’s school per- 4. Some of the language used in this book may seem like academic jar-
formance. This book can’t assess your child, but it can give you insights gon. I’ve tried to keep this to a minimum, but sometimes a particu-
into what it means to be gifted, why it matters to know if your child lar word or phrase is the best, most accurate way to name or describe
is gifted, and what to do if he or she is gifted. You’ll discover some of something. Also, it’s important for you to know these words and
the most commonly accepted characteristics of giftedness, along with phrases. Many day-care providers, teachers, and administrators use
some of the good things (and not-so-good things) about each one. them. If you understand them, too, you’ll be more prepared and con-
You’ll uncover some myths, find answers to frequently asked questions, fident as you meet with educators to talk about your child.
and benefit from the wisdom of experts—including parents like you.
Please keep five things in mind while you read: 5. There’s a reason why this book is called “a beginner’s guide.” It’s
not the last word on giftedness, and it doesn’t cover everything there
1. It’s very rare for one person to have all of the characteristics and is to know about gifted children. (That would take a library of
traits of giftedness described here. Your child might exhibit several books!) When you want to find out more, please see the Resources
or a few. on pages 109–115.
2 From You Know Your Child Is Gifted When . . . A Beginner's Guide to Life on the Bright Side
3
I hope you’ll learn something new from reading this book. YOU KNOW YOUR CHiLD IS GiFTED WHEN...
Chances are, it will confirm what you already know (or at least sus-
pect): that you have a gifted child—with all the ups and downs, joys
and challenges that brings. It’s also my hope that this book will help
you help your child. Of all the people in your child’s life, now and in
the years ahead, you’re the one whose love, support, and understand-
ing matter most. I wish you well.
Judy Galbraith, M.A.
He knows everything there is to know

about giraffes…and chess, and Top 40 music,
and Humphrey Bogart movies.
5
CHARACTERISTIC: • have friends who are older (because he needs someone to match
wits and interests with)
ADVANCED INTELLECTUAL ABILITY • enjoy books, movies, games, and activities meant for older children
or even adults
(REALLY, REALLY SMART) • know many things that other children his age seem totally
unaware of
This is the trait most people think of when they hear the word “gifted.”
A child with advanced intellectual ability may:
• seem just plain smart in a lot of areas, including some that might At the beginning of the first grade, Raoul drew a life-sized self-portrait
surprise you and presented it to his teacher. She was puzzled, so he explained that
• easily grasp new ideas and concepts it was a self-portrait “without his skin on.” She said it looked messy, so
• understand ideas and concepts more deeply than other children he went back to his work table to simplify it. When he brought it to her
his age again, he had color-coded the nervous, skeletal, and muscular systems in
• come up with new ideas and concepts on his own, and apply
red, blue, and black.
them in creative and interesting ways
• easily memorize facts, lists, dates, and names
• have an excellent memory and never forget a thing (“But Mo-om,
you promised!”) GO O D TH I NG S : A smart child is a source of pride. Plus it’s fun to have
• learn new materials (and learn to use new things) more easily a brain and use it. Being able to learn, understand, and remember
and quickly than other children his age many things is a definite advantage. Intelligent children are good prob-
• really love to learn—which may or may not include loving school lem solvers, and they seek new challenges—which can lead to a more
(more about that later) interesting life. And, though it sometimes seems that the only people
• enjoy playing challenging games and making elaborate plans— we look up to are athletes and other celebrities, smart people are often
the more complex, the better accomplished, respected, and admired.
7
N O T-S O -GO O D TH I NG S : A brainy child might be easily bored, especially 4. Stay in touch with your child’s teacher. Attend parent-teacher confer-
in school. Sometimes a child with a smart mind also has a smart ences. (Ask if your child can come, too. Why not, if the conference
mouth. He might act like a show-off and a know-it-all. He might have is about him?) Do your part to build a courteous, respectful rela-
problems getting along with others who feel intimidated by his knowl- tionship. That way, if problems arise, it will be easier to work together
edge. He might be impatient with others who seem “slow” to him. to find solutions. Tip: Notice when the teacher is doing a good job.
Rapid learning can lead to inaccuracy and sloppiness when little hands A thank-you note, friendly telephone call, or positive comment dur-
can’t keep up with speedy thoughts. Or a child might get impatient ing a conference goes a long way.
with one thing (“I already know that!”) and want to move on, even if 5. Help your child learn and practice social skills. Encourage him to
he’s still working on an assignment, task, or project. Plus being really recognize and appreciate other people’s talents. If his classmates
smart can complicate life with more choices, more interests, more pos- and other kids his age don’t share his interests and abilities, look for
sibilities—and more pressures. groups, organizations, and special classes where he can meet people
who do.
ways TO help Your BRainy Child
1. Feed that hungry young mind. Make lots of books and magazines
MYTH: Being gifted guarantees straight A’s in school.
available. Take frequent trips to the library. Find family-friendly
Web sites to surf together. Visit museums, go to concerts, go to
FACT: Being smart (even really, really smart) doesn’t always
lead to high grades. Some highly gifted children don’t do well in
movies, travel if you can. And talk, talk, talk.
school at all. Then again, there are gifted
2. Be a learner yourself. Show by example that learning is something kids who get A’s but aren’t learning
people can and should do every day of their lives, not just when anything because they already know
they’re in school. all or most of what’s being covered.
So their grades don’t show progress,
3. Keep track of your child’s school performance and progress. Ask
just performance.
about his experiences and listen to his stories. You’ll be able to tell
if your child is happy in school or bored, busy learning or frustrated.
9
You probably noticed that this definition doesn’t use the word
What does “gifted” mean? “gifted.” Many organizations, schools, and individuals aren’t comfort-
able with that word and avoid it whenever they can. They think it’s
It used to mean that the child tested in the top five percent of the pop- elitist—that it defines a certain group as being better than everyone
ulation on general intelligence tests. Today we know that giftedness is else. They worry that it’s unfair to those who might not have out-
more than an IQ score, so the definition is much broader. standing talents or abilities. Some adults describe giftedness as a dis-
Here’s the latest federal definition—the one that reflects current ability to avoid offending people who aren’t gifted (or whose children
knowledge and thinking:* aren’t gifted).
On the other hand, many organizations, schools, and individuals
“Children and youth with outstanding talent perform or show the po- do use the word “gifted.” It’s simple, straightforward, and clear. If the
tential for performing at remarkably high levels of accomplishment
point is to support bright, talented kids—not hold them back—why
when compared with others of their age, experience, or environment.
not call them “gifted”? And also make it clear that being gifted is a
“These children or youth exhibit high performance capability in intel-
good thing? It’s hurtful when kids with remarkable abilities are made
lectual, creative, and/or artistic areas, possess an unusual leadership to feel ashamed or apologetic, as if they should hide their true selves
capacity, or excel in specific academic fields. They require services or in order to fit in.
activities not ordinarily provided by the schools.
“Outstanding talents are present in children and youth from all cul- “Arguments of elitism are foolish. This nation fosters a sense of
tural groups, across all economic strata, and in all areas of human
elitism when it comes to sports or the entertainment industry.
endeavor.”
Certainly there needs to be no apology for those who wish to nur-
ture the minds of the best young students.” — JA M E S B R AY
* U.S. Department of Education, National Excellence: A Case for Developing America’s Talent, Washington,
DC: 1993.
11
Precocious: Usually refers only to young gifted children.
OT H E R WO R D S F O R “ G I F T E D ”
(And Why They’re Not as Good) Superior: A comparative term. Superior to what? To
whom? A gifted child might be superior to most children
his age in some ways (for example, verbal skills), but in-
Gifted children are called many things. This can get confusing ferior in other ways (for example, motor skills). Plus this
for parents (and even more confusing for kids). Some of is a word that makes a lot of people uncomfortable.
these terms describe only part of what it means to be
gifted, and others mean something different today High IQ: Another comparative term. Higher than what?
than they used to. Here’s a short list of words Plus it’s limiting. Giftedness is more than a number or a
that are used instead of “gifted,” with reasons test score.
why “gifted” is usually a better choice.
Rapid learner: This is just one characteristic of giftedness. It helps us under-
Genius: Once in wide use, now used only stand giftedness, but it’s not the whole story.
for the super-gifted—people like Einstein,
Exceptional: Once used to describe chil-
Marie Curie, Stephen Hawking, and
dren who were “different” because they
Marilyn vos Savant.
were smarter than average. Today it’s
Talented: Refers to a particlar strength or ability (for example, a talent in also used to describe children with
music, leadership, or math). Gifted kids usually have many talents, not disabilities. Giftedness is not a dis-
just one. ability.
Prodigy: Describes someone with Elite: This used to be a positive

an advanced skill that emerges at term, but not anymore.
an early age (for example, a violin
prodigy, math prodigy, tennis
prodigy, or chess prodigy). Gifted
kids often have many skills, and Adapted from “Giftedness and the Gifted: What’s It All About?” ERIC Clearinghouse on Handicapped and
they might emerge early or later. Gifted Children, Reston, VA; EC Digest #476, 1990.
13
Where does giftedness come from? YOU KNOW YOUR CHiLD IS GiFTED WHEN...
There will be days when you think to yourself, “What a terrific kid—
and to think he’s MY kid!” And days when you groan inwardly and
think, “Is it MY fault that my child is such a pain in the behind?”
Giftedness is part nature (inherited from parents or grandparents)
and part nurture (day-to-day interactions with people and things
around us). You can’t do anything about the nature part of your child’s
gifts, but you can affect the nurture.
Spend time together with your
child learning, exploring, and play-
ing. Keep lots of books and other
reading materials around the
house. (Isn’t it great that public
libraries are free?) Limit exposure
to TV and computer games. Provide
ample opportunities for enrich-
ment—going deeper into subjects
that interest your child, or working
on higher-level skills. Make your
child’s environment a place
where he learns and grows, blos-
soms and thrives in the care of
loving, encouraging adults. Your 5-year-old asks for an
unabridged dictionary for her birthday.
15
CHARACTERISTIC: • read early and
progress rapidly
VERBAL PROFICIENCY • enjoy playing with
words and inventing
(WORDS, WORDS, WORDS) words
• easily and spontaneously
This is one of the most obvious signs that a child is gifted. Suddenly describe new experiences
she’s speaking in complete sentences or using words you didn’t know • give complex answers to
she knew. A verbally proficient child may: questions (even simple
questions)
• talk early (and never stop talking!) • explain her ideas
• skip the period of grammatical errors (“I falled,” “he gots”) in complex and
that most toddlers go through unusual ways
• pronounce words correctly from the start • have an early interest in
• quickly develop a large and advanced vocabulary printing letters, names, and words
• use complex sentence structure (conjunctions like “however”
and “although”)
• make up elaborate stories
• easily memorize poems and stories Olivia was speaking in sentences at a year and a half. By age 2, when
• enjoy reciting poems and rhymes playing with children her age, she’d ask her parents, “Why don’t they
• prefer books with more words and fewer pictures talk to me?” Her long, involved, made-up stories already included words
• catch you if you skip parts of books you’re reading aloud to her like “difficult,” “arrange,” “ignoring,” “disgusting,” “appreciate,” and “seri-
• teach herself to read by asking questions (“What’s this letter?” ous.” Her friends didn’t talk to her because they didn’t yet have the
“What’s this word?”), watching TV, and/or hearing the same
words to converse at her level—a fact her parents found hard to explain.
books read aloud several times
17
GO O D TH I NG S :It’s wonderful to have a child who can express herself 4. Teach your child how to be a good listener. Here are the basics: Look
clearly, colorfully, and eloquently. This is a child you can really talk to! at the speaker. Sit up or stand up straight. Don’t fidget or act bored.
Plus communication skills are important to success in school and in life. Show that you’re paying attention. Nod and respond verbally
(“Really?” “That’s great!” “What happened next?” “Wow!”).
N O T-S O -GO O D TH I NG S :
A child with high verbal ability might have 5. Build some quiet time into
trouble making friends with children her age, simply because other your day. You and your child
kids don’t understand what she’s saying. This might be a child who might sit side-by-side read-
learns early to manipulate other people with words, or who uses lan- ing, coloring, thinking, or
guage to show her superior intelligence and ability. Plus what if she whatever—but no talking!
never shuts up?!?!? If you have a gabby gifted
child, you need this daily
break.
ways TO help Your CHATTY Child
1. Encourage your child’s verbal gifts. Choose more challenging books
to read aloud. If she’s reading on her own, provide books, maga-
zines, newspapers—whatever she wants (within appropriate limits).
Make sure she has her own library card, and visit the library often.
2. Take this opportunity to build your vocabulary. Learn new words
together. During a trip to the bookstore with her parents, Jessie, 3 1/2, pulled a
3. Help your child find friends she can talk to. Look for classes, play “Bob Book” from the shelf and started reading it aloud. Her parents had
groups, and hobby groups. Where to start? Ask your child’s teacher no idea that she knew how to read.
or the school’s gifted coordinator.
19
Are gifted kids really that different?
Yes. They really are. They’re often so much more of everything than
other kids their age—more intense, curious, challenging, frustrating, “Many parents and teachers would like the gifted child to be per-
sensitive, passionate. They know so much more. They learn so much fectly ‘normal’ in every way except the ability to perform academic
faster. They feel so deeply. tasks. Life would be so much easier that way. Over and over we
Think about what it means to read at age 4, for example. Not only
see in media reports on gifted and highly gifted kids the assurance
do you have a skill that most other kids your age don’t have, but read-
ing changes your life forever. You have access to information and
that (except for taking college courses in calculus while in the
ideas, stories and fictional characters. Your world broadens beyond eighth grade) this child is just like everybody else. Even those who
your family, school, and community. You’re exposed to the thoughts, work in gifted education often spend a great deal of time and energy
feelings, and imaginations of adult writers from other times and assuring people that gifted children are children first and gifted
places. As a result, your thinking skills race ahead of other children only secondarily, that they’re ‘just kids’ who need a little extra
your age. Reading isn’t just a skill, like tying your shoes. It’s a pro- challenge in school. This is simply not the case. Though they are
found awakening.
clearly children, with children’s needs for play, nurturing, structure
What does it mean to have an advanced vocabulary? You soon
discover that you can’t communicate with kids your age. And what and exploration, they have definite differences…. As the develop-
if you’re just plain smarter than most other kids you know—or more mental trajectory diverges from the norm (very early in life) it takes
curious, energetic, focused, complex, and/or creative? Any and all of on a unique shape that will remain unique.” — S TE P HAN I E TO L AN
these qualities set you apart. You know it, and so do the people around
you. You act differently. Others treat you differently. They expect more
of you. Or they tease you for being different.
The sooner you accept and welcome the fact that your child isn’t
like other kids, the happier you’ll both be. And the more you’ll be able
to help your child.
21
B R I G H T VS . G I F T E D YOU KNOW YOUR CHiLD IS GiFTED WHEN...
The bright child… The gifted child…
Knows the answers. Asks the questions.
Is interested. Is extremely curious.
Pays attention. Gets involved physically and mentally.
Works hard. Plays around, still gets good test scores.
Answers questions. Questions the answers.
Enjoys same-age peers. Prefers adults or older children.
Is good at memorizing. Is good at guessing.
Learns easily. Is bored. Already knew the answers.
Listens well. Shows strong feelings and opinions.
Is self-satisfied. Is highly critical of self

(perfectionistic).
He has already asked “Why?” 100 times today…

“The Gifted and Talented Child,” written by Janice Robbins, Maryland Council for Gifted & Talented, Inc.,
PO Box 12221, Silver Spring, MD 20908. Reprinted by permission. and it’s only 8:00 in the morning.
23
CHARACTERISTIC:
When Matt was 7, his parents bought him a science encyclopedia. It
CURIOSITY was 700 pages long and written at a middle-school level. Matt insisted
that the encyclopedia be his “bedtime story” until his father had read
(ENDLESS QUESTIONS) the whole thing from cover to cover.
If a child is very smart, chances are he’ll also be very curious. And if
he has strong verbal skills, he’ll use them to satisfy his curiosity. Gifted
kids want to know something about everything (and everything about GO O D TH I NG S :
Curious kids are fun to be around. They keep you on
some things), and they’re not shy about asking. Their insatiable curios- your toes. They’re eager to learn, and they’ll ask almost anything—
ity can delight and frazzle their parents, teachers, and other adults. A which is how learning happens.
curious child may:
• ask a lot of questions—one after another

“Satisfaction of one’s curiosity is one of the greatest sources of
• want to know about abstract ideas like love, relationships,
feelings, justice, time, and space (“When is today really
happiness in life.” — L I N U S PAU L I N G
tomorrow or yesterday?”)
• ask tough questions (“Why do people have to go hungry?”
“Why are there wars?” “Why are some species endangered?”) N O T-S O -GO O D TH I NG S :
These children can make you feel crazy with
• really listen and process the answers (which means you can’t their never-ending whys, whens, what fors, what ifs, whos, and how
just toss something off without thinking about it, or you will comes. Some of their questions might seem embarrassing. And they
be challenged) can run you ragged as they veer wildly from one interest to another.
• have a wide range of interests
• move quickly from one interest to another
• enjoy trying new things
• enjoy doing many things
25
2. When your child asks a question you can’t answer, say so. (By admit-
ways TO help Your CURIOUS Child ting you don’t know everything, you’re setting a good example.)
Then try to find the answer together—by going to the library,
1. Create a home library of reference books—a dictionary, thesaurus, searching the Internet, making phone calls, and/or asking experts
world almanac, book of world records, book of facts, book of quota- on the subject.
tions, and one-volume encyclopedia, for starters. Add reference books
on topics that interest your child—stars, cars, dinosaurs, or whatever. 3. What if the question doesn’t have an answer? You might say, “You
If you have a home computer, get an encyclopedia on CD-ROM. If know, that’s a great question. A lot of people wonder about the same
you have an Internet connection, explore online encylopedias (like thing, and I’m not sure anyone has come up with an answer. What
Britannica.com, Encyclopedia.com, and FunkandWagnalls.com). do you think the answer might be?” Then share your thoughts, too.
4. Learn to tell the difference between questions your child cares about
and those he’s asking for fun, out of boredom, or to drive you crazy.
You might ask him, “Is this something you really need to know, or
can it wait?”
5. Be curious yourself. Let your child know when you’re learning
something new, following an interest, or hunting down the answer
to a question you’ve been wondering about.
27
How are gifted kids identified? Why These MeThods aRen’T perfeCT
“Identification” is a word you may hear often, especially as your child IQ tests might fail to catch gifted kids who don’t read well, whose life
moves through school. It describes the process used to select kids with experiences have been different from many of the other children in
ability or potential for gifted programs—when and where such pro- their school, and/or who are having a bad day. Individual tests are
grams are available (they aren’t always). Identification is based on one more accurate than group tests, but they’re also more costly and time-
or more of the following: consuming, so they’re not widely used. Also, different districts have
different cutoff points for acceptance into gifted programs. For some,
• group or individual intelligence it’s a 125 IQ; for others, it’s a 145 IQ. Twenty points is a big gap.
tests (IQ tests)
• standard achievement tests
• creativity tests
• grades I Q B R E A K D OW N
• teacher observations
• parent recommendations Strictly FYI (For Your Information), here are some of the most commonly
used IQ score categories. Note: There are several different versions of this
Note: It’s always better and more accurate to combine several ways breakdown, so don’t assume this is the one your child’s school will use.
instead of using just one (for example, IQ tests alone). Also, the way IQ Score Category
children are identified for a particular gifted program should reflect
180+ Profoundly gifted (about 1 in 1,000,000)
the program’s focus. For example, if a program is very academic, a 160 Exceptionally gifted (about 1 in 100,000)
creativity test isn’t the best choice. If the program involves lots of 145 Highly gifted (about 1 in 1,000)
hands-on creative or inventive activities, an IQ test might not find the 130 Gifted
right kids. 115 Bright
100 Upper normal
85 Lower normal
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Achievement tests measure what someone knows and can do, not Teachers might choose the child who’s neat, obedient, hard-working,
what his potential might be. And they only test up to a certain “ceil- and well-behaved, while ignoring the child who’s messy, headstrong,
ing” or level. Tip: If you think your child is beyond other children his and challenges authority. Not all gifted kids are teacher-pleasers—and
age, you might ask if he can be tested with kids a grade or two ahead. not all teacher-pleasers are gifted.
Creativity tests are good at catching gifted children who might slip
through the IQ test net. But they aren’t used very often and might not “The extremely bright or the creative, curious, and questioning
be available at your child’s school. students, who may be stubborn, rule-breaking, egotistical, or other-
wise high in nuisance value, may not be the teachers’ favorites, but
they sometimes are the most gifted.” —GARY A. DAVIS AND SYLVIA RIMM
“Test scores should never ‘define’ a person, no matter what they
may reveal about his or her intellectual or achievement potential.
No single test can assess the broad range of traits and abilities Parents (that’s you) are the real experts on their children but may not
that help to make a person successful and productive in society, a know how to go to bat for them. Plus how a child behaves at home
may be very different from how he behaves at school. Also, parent rec-
wonderful person to be around, or even a person of eminence. All
ommendation is probably the least used way to identify gifted kids.
tests are imperfect measurers.” — J E AN P E TE R S O N Often, parents aren’t even asked.
Important: Once your child gets into the gifted program, that’s where
Grades tell only part of the story. The child with high grades might be he should stay—year after year. Children don’t become “un-gifted”
gifted…or might be a highly motivated, hard-working teacher-pleaser. from one grade to the next. If your child is “dropped” from the gifted
The child with average or lower grades might have average or lower program, find out why. Being identified as gifted one year and not the
intelligence…or might be gifted and bored with school. next is very confusing for a child, plus it can cause serious frustration,
anxiety, and loss of self-esteem.
31
Troublemakers. Kids who act out, seek attention, disrupt the class,
Who gets left out? and play the “class clown” are less likely to be identified for gifted pro-
grams. In many schools, admission to the gifted program is seen as a
When identifying kids for gifted programs, “reward,” and “bad” kids don’t get rewards. But that’s confusing behav-
certain groups and types of children are often ior with educational need. Gifted children deserve to be in gifted pro-
overlooked and underrepresented. Consider grams because schools should teach all children in the way they learn
this a heads-up if any of these descriptions best. What if a physically impaired student acted out in class? Would
fit your child. the school tell him he couldn’t use ramps until his behavior improved?
Of course not. That’s ridiculous. So is keeping kids out of gifted pro-
Girls. This is more of a problem in middle grams if that’s where they belong.
school/junior high and high school, when
many gifted girls try to hide their abilities Kids from minority or other non-mainstream groups. Many standard
in order to fit in and feel “normal.” IQ and achievement tests are biased in favor of white middle- and
upper-class students. They might not measure the skills and abilities
Boys with a lot of energy. They have a of other kids.
hard time sitting still and doing seatwork (paper-and-pencil tasks).
Some are so energetic that they are sometimes wrongly believed to Kids who perform poorly on tests. Some gifted kids aren’t good test-
have ADD (Attention Deficit Disorder). takers. They get stressed out or are easily distracted and perform below
their real capabilities. Or they may have personal problems that get in
Kids with disabilities. Physical, emotional, and/or learning disabili- the way of showing what they know.
ties make it harder for kids to show they’re gifted. Meanwhile, adults
tend to notice the disability, not the child. Today gifted people with dis- Borderline cases. Some kids simply fall between the cracks. Maybe
abilities are called “twice exceptional,” but they’re still an unseen mi- their test scores don’t make the cut—but remember, different schools
nority in many schools and communities. Researcher Nick Colangelo may have different cuts.
has observed that when teacher and parent groups are asked to imag-
ine a “gifted child,” they rarely picture one with disabilities.
33
Is there a better way? “Most school programs suggest that giftedness isn’t identifiable
before third or fourth grade. Some schools don’t begin to address
According to the U.S. Department of Education, schools must develop
a system to identify gifted and talented students that:*
the abilities of highly able children until middle school or junior
high…. By fourth grade, some of the most intelligent children are
• seeks variety—looks throughout a range of disciplines for resentful of waiting for the other kids to catch up. Having learned
students with diverse talents easy achievement without struggle and persistence, these high-
• uses many assessment measures—uses a variety of appraisals ability students now find little meaning in a school day…. The ear-
so that schools can find students in different talent areas and liest school years are the most essential for finding these children
at different ages
before their eagerness and joy for learning have been conditioned
• is free of bias—provides students of all backgrounds with equal
access to appropriate opportunities out of them.” — J OAN F R AN K L I N S MU T N Y, SAL LY YAH N K E WAL K E R , AN D
• is fluid—uses assessment procedures that can accommodate E L I Z AB E T H A . M E C K S T R OT H
students who develop at different rates and whose interests

may change as they mature
• identifies potential—discovers talents that are not readily apparent
in students, as well as those that are obvious; and
• assesses motivation—takes into account the drive and passion
that play a key role in accomplishment
We should also think about identifying gifted kids earlier than we

do now. Usually children aren’t identified until halfway through ele-
mentary school. For some, that’s too late.
* U.S. Department of Education, National Excellence: A Case for Developing America’s Talent, Washington,
DC: 1993.
35
4. Keep a daily journal of your child’s growth and progress. This doesn’t
WhaT You Can Do have to be a big deal—jotting a few notes is probably enough for
most days. Write down those bright, amazing, funny things he says
1. Learn as much as you can about giftedness and what it means. and does. Track his interests, skills, and achievements. You can also
Reading this book is a start, but please don’t stop here. See pages share this with the school. Plus it makes a wonderful gift when your
109–115 for more recommendations. child becomes an adult—a record of his life as a child, seen through
a loving parent’s eyes.
2. Find out if your child’s school has a gifted program. In some states,
gifted education is mandated, meaning that schools are required by 5. If your child isn’t tested at school, have him tested by a psychologist
law to identify gifted students and provide services for them. In other or other trained professional who knows about giftedness and gifted
states, gifted education is discretionary, meaning that schools are children. If your child goes to public school, you might be able to get
allowed to identify and serve gifted kids but don’t have to. the school to pay for the testing. If that’s not possible, you might con-
sider bearing the costs on your own, if you can. Here’s what one par-
Note: In recent years, many schools and districts have eliminated ent has to say:
their gifted programs. Parents who ask why are told, “There’s no
“I had my son Daniel tested when he was six years old. It took two
money,” or “There’s no reason to have a special program because all
days and cost hundreds of dollars, but it was worth it. First, I
of our children are gifted.” It’s true that for many schools, budgets
learned what I had suspected for some time: he has a very high IQ.
are tight. But it’s not true that all children are gifted. If you need to So I knew I wasn’t exaggerating his abilities or his potential, and I
discuss this point with a teacher or administrator, you might look knew he belonged in the gifted program at his school. And second,
back at “What does ‘gifted’ mean?” on pages 10–11. I had ‘ammunition’ to use when I needed it. I didn’t brag about his
test results, I didn’t tell Daniel about them (to this day, he doesn’t
3. Start keeping thorough records of your child’s achievements and
know his IQ), and I never shared them with his schools—except
progress in school and outside of school. If you’re super-organized,
once. A teacher suggested that maybe Daniel didn’t belong in the
you can set aside folders in a file drawer. If you’re not, toss things gifted program. I brought in his scores and showed them to her. End
in a box. Keep all report cards and test reports. Collect examples of of discussion!”
your child’s work from year to year. This is all evidence you can
share with the school if and when it’s needed.
37
MYTH: If gifted kids are so smart, they can make it on their A Gifted Program Glossary
own. They don’t need special programs.
As you learn about gifted programming at your child’s school, here are
FACT: This is one of the most popular and troublesome myths some words and phrases you’ll want to know.
about giftedness. It’s often used as an excuse for cutting gifted
programs or not starting them. Everyone needs and deserves an Acceleration/grade skipping: Advancing kids through grades ahead
appropriate education. For gifted kids, that usually means some- of the usual age or date. Note: There’s a lot of opposition to grade skip-
thing beyond or outside the regular curriculum. Most schools ping. People claim that kids suffer emotionally when they’re removed
and classes are geared for average learners, not gifted learners. from their age group. In fact, studies show that when children are al-
Would you want to spend all day, lowed to learn at their own pace, they’re more motivated to learn, they
every day sitting in a classroom feel better about themselves, and they have fewer social problems.
going over the same old stuff? Why
not teach gifted kids the way they
“Keeping a child who can do sixth-grade work in a second-grade
learn best, instead of forcing them
to suffer through years of boredom classroom is not saving that student’s childhood but is instead rob-
and frustration? Plus appropriate bing that child of the desire to learn.” — E L L E N W I N N E R
pacing and challenge encourage
real learning and develop study
skills—which are especially im- Cluster class or group: Placing kids in a special class or together in a
portant at higher grade levels group in the regular classroom.
and as material becomes more
difficult. Compacting: Compressing several courses or units into a shorter time
frame. For example, a child who’s a great speller might finish the
whole year’s spelling lessons in a few months, then move on to more
advanced lessons and activities.
39
Continuous progress: Moving students through the curriculum accord- Magnet school: A school for gifted children, or for children with special
ing to ability rather than grade level. talents or interests (such as French, the arts, or the environment).
Differentiation: Modifying the curriculum to meet students’ learning Mentorship: Linking a student with a teacher, parent, or older student
needs. who acts as a friend, guide, and coach.
Early entrance: Letting children start kindergarten (or college) before Pull-out program: A part-time enrichment program. Students are
the usual entrance age or date. “pulled out” of the regular classroom for an hour or more each week
for extension or enrichment study. Note: These programs can be dis-
Enrichment: Replacing or extending the regular curriculum with spe- ruptive and imperfect—gifted kids miss out on special events in the
cial programs that focus on higher-level skills (divergent thinking, regular classroom, and they might be burdened by double home-
problem solving, creativity). Students work with specially trained work—but this option is better than nothing.
teachers or community professionals, or they work on their own proj-
ects or learning contracts. Enrichment might take an hour a day, an Resource room: Usually the library (media center) or other specially
hour a week, or a whole semester. Some communities offer after- equipped room that gifted students use at the teacher’s discretion.
school, Saturday, and summer enrichment programs for gifted chil- Resource rooms can be havens for gifted kids. On the other hand, there
dren. Ask around to see if yours does. are some schools where the “resource room” is for children who mis-
behave. Kids spend their 15 minutes (or hour, or longer) staring at a
Flexible grouping: Grouping students with similar skills for instruction blank wall. Be sure to find out what kind of “resource room” your
in a particular subject area, usually math or reading. child’s school has.
Independent study: Letting students work at their own pace on programs

that fit their special abilities and/or interests.
41
CHARACTERISTIC:
CREATIVITY
(NO LIMITS)
Creativity is another obvious sign of giftedness. Many artists, musi-
cians, dancers, writers, and other creative types make their gifts pub-
lic. Showing, performing, and seeing their work in print are part of the
fun. A creative child might:
• have an imaginary friend

• enjoy acting and playing “let’s pretend”
• spend her free time drawing, painting, writing, sculpting,
singing, or dancing
• embellish her artwork with fine details
• make interesting or unusual shapes or patterns using all kinds
of materials
• use materials in new and unusual ways
• be open to new and zany ideas
• have lots of ideas to share
• invent words
• make big, dramatic gestures when telling a story or describing
She builds a scale model of the Eiffel Tower something that happened that day
• ask a lot of questions
out of toothpicks and marshmallows.
43
• respond to questions with a list of possible answers GO O D TH I NG S :
A child with an active, vivid imagination is a joy.
• think of creative ways to solve problems Creative kids have endless energy for the things they love to do—
• add new details and twists to stories, TV programs, movies, dance, paint, pound the piano. They’re excellent problem solvers
and games because they can see solutions that rarely occur to other children or
• make up elaborate stories even adults. They often grow up to be the artists and performers who
• make up elaborate excuses for her behavior, or find “loopholes” enrich our lives, and the visionaries who find solutions to the world’s
• create complicated play and games problems.
N O T-S O -GO O D TH I NG S :
A creative child might escape into fantasy,
since everyday life seems boring. She might have trouble separating
When 6-year-old Janet dawdled on her way to school and arrived after what’s real from what’s not. She might go off in her own direction
the bell rang, the teacher asked why she was late. Janet said, “There instead of following instructions from other people (including you). At
was a leprechaun under the hedge and he asked me into his parlor where school, she might show off. And there’s a fine line between elaborate
I found a family of baby mice playing cards, and then….” The story kept excuses and outright lies.
building until the teacher called a halt and telephoned Janet’s mother.
Janet had to stay indoors through three recess periods as a penalty for
“not telling the truth.” She was confused. “I told the truth,” she tried ways TO help Your CREATIVE Child
to explain. “What was the truth?”
her mother asked. “I had thoughts 1. Encourage and support your child’s creativity. Provide her with art
that made me walk slowly,” materials and other things (games, LEGOs, costumes) to exercise
Janet answered, “and I told my her imagination. Expose her to many types of cultural events (con-
thoughts.” certs, dances, plays). Sign her up for special classes. Visit museums
often and take advantage of the “children’s days” or “family days”
many sponsor.
45
2. Make your home a creative place to be. Listen to music. Hang prints
on the walls. Have family sing-alongs. Put on skits and plays. Dress To tell or not to tell?
up in costumes. Have wild and crazy meals.
Parents often wonder, “My child has just been identified as gifted.
3. Set a good example by indulging your own creative impulses. Have Should I tell her?” In fact, gifted children almost always know they are
you always wanted to play the saxophone or learn the tango? What’s “different” in some way—just not why or how. If they’re not told that
stopping you? they’re gifted, and that being gifted is a good thing, they may decide
4. Let your child decorate her own room (or her own part of the bed- there’s something wrong with them. Imagine what a relief it is for kids
room) however she pleases. (Okay, within reasonable limits.) who think they’re “weird” or “stupid” to learn that they’re smart and
special.
5. Make it clear that there are times when you’d love to hear stories,
and times when you need to hear the truth.
“Most gifted children know they are different by the time they are
6. When your child asks a question, no matter how far-fetched it is, five.” — D R . P H I L I P P OW E L L
never dismiss it as “silly.” If you don’t have time to address it then
and there, tell her when you will—and follow through.
You might think, “Obviously, if my child is in the gifted program,
she realizes she’s gifted.” But what if the program is called something
else? Many adults aren’t comfortable with the term “gifted,” and they
When other little girls were princesses and Power Rangers, Zoë de- worry that kids who are designated “gifted” might get big heads (or
signed her Halloween costumes to be unique. So far, they’ve included that kids who aren’t might feel hurt). So gifted programs are called by
Captain Hook (age 4), Bach (5), Benjamin Franklin (6), Harriet the many different names. TAG, SEARCH, SAGE, STAR, PEAK, REACH,
Spy (8), Wednesday Addams from the Addams Family (9), and and GATE are some examples.
Should you use the “G-word”? Yes. Kids should know the reason
Hermione Granger from the Harry Potter books (10).
why they think and learn differently from other kids (and feel differ-
ent, too). Often, gifted kids who are told they’re gifted are happy and
relieved to learn the truth.
47
Are gifted kids gifted at everything?
“Some degree of ‘labeling’ is essential if gifted children are to
That’s what we often expect, but it’s not usually how it works. A 4-year-
grow up understanding how and why they experience the world old who reads at a 4th-grade level is still a preschooler. A 6-year-old
differently from others.” — D R AP E R K AU F FM AN who wants to save the whales might lose her backpack on the way to
school. A 3-year-old who does math problems in his head might strug-
gle to button his coat.
Of course, that doesn’t mean your child should go around bragging There’s a name for this: asynchronous development. Gifted kids
about being gifted. (Which probably won’t happen.) Or that you seem out of sync with what seems appropriate for their age. They may,
should go around bragging about how gifted your child is. (Actually, at times, think like adults and act like children. They seem mature but
that’s probably more likely to happen!) Keep things in perspective. lack judgment, simply because they haven’t been around very long.
Parents also ask, “Should I tell my child her IQ?” Many teachers Sometimes their motor skills lag behind their mental powers. They can
and parents think the answer is no. Imagine that you’re doing well in see in their mind’s eye what they want to do, but they can’t get their
school and feeling good about yourself. Suddenly you learn that your fingers to cooperate.
IQ is much lower than you thought. You might tell yourself, “I guess
I’m not that smart after all, so why bother?” Or you find out that your
IQ is much higher than you thought. You might decide, “I’m so smart
that I don’t have to study.” When Kendall was 3, her mother found her sitting on the sofa, looking
Here’s what some experts suggest: For now, don’t tell. Later, when thoughtfully at her feet. “What’s up?” her mother asked.
your child turns 18 or so, ask her if she wants to know her IQ. She “I’m tying my shoes,” the little girl replied. “Really?” her
might say yes, or she might say no. It might not even matter to her at
mother said. “I didn’t know you could tie your shoes.”
that stage in her life.
“I can’t tie them with my fingers,” Kendall said. “So
I’m tying them with my thoughts.”
49
Some kids take a wait-and-see attitude, figuring that their motor Don’t be surprised if your gifted child follows different timetables in
skills will one day catch up with their mental abilities. For others, her intellectual, physical, and emotional development. She may have one
asynchrony leads to frustration and outbursts. Be patient and help set of friends who are the same age as she is, and another set of friends
your child to be patient, too. Reassure her that she’ll learn new skills who are intellectual equals. She may be able to describe a complex idea
when she’s ready. in words, yet unable to write it down (or write it legibly). Help her de-
It’s easy to forget that just because gifted children talk like adults, they velop her small muscles by playing with play dough or fingerpaints,
don’t think or feel like adults. And they shouldn’t be treated like adults. stringing cereal or beads, or manipulating other small objects. And if
you have a home computer, help her learn keyboarding and word pro-
cessing skills.
“Highly gifted children are many ages simultaneously. A 5-year-
old may read like a 7-year-old, play chess like a 12-year-old, talk
like a 13-year-old, and share toys like a 2-year-old. A child may
move with lightning speed from a reasoned discussion of the rea-
sons for taking turns on the playground to a full-scale temper
tantrum when not allowed to be first on the swing.”
— S TE P HAN I E TO L AN
51
CHARACTERISTIC:
HIGH ENERGY
(ALWAYS ON THE MOVE)
Have you ever seen a Looney Tunes cartoon featuring the Tasmanian
Devil? This is a creature that splutters, growls, whirls, and buzz-saws
his way through life. He moves so fast that he’s drawn as a brown tor-
nado. If you look at your child and see “Taz,” you know what this
characteristic is all about. A child with high energy may:
• stay active until he drops—all day and into the night

• refuse to be idle
• need constant stimulation
• move around a lot, except when focused and concentrating
on something that holds his interest
• be restless in mind and body
Note: We generally associate this trait with boys, not girls, since boys
seem to exhibit it most often. But there are gifted girls with plenty of en-
ergy. And maybe boys show it more because we expect them to be more
physically active, while girls are “supposed to be” passive and calm.
You’re exhausted all the time.

53
Willie, 4, went ice-skating with his aunt Judy. After about an hour of
ways TO help Your ACTIVE Child
steady exercise, she suggested they take a break and have a snack.
1. Find healthy, positive outlets for all that energy. Make sure each day
“We’d better eat to keep up our energy,” she said. “I don’t need food includes time for exercise and physical activity. (What a great rea-
to skate,” Willie declared. “The energy keeps coming and coming!” son for everyone in your family to get fit and stay fit.)
2. Talk with your child’s teacher. Can the children move around dur-
ing the day? How is excess energy handled in the classroom? Is the
GO O D TH I NG S :
This is a child who can keep up with you and then teacher sensitive to the needs of high-energy children?
some. He’s ready to go first thing in the morning, and he stays alert in
3. Establish soothing, comforting bedtime rituals. End TV time, game
school—as long as he’s stimulated and challenged. Plus he’s fun to
time, or other stimulating activities early in the evening. Offer your
play with.
child a low-protein, high-carbohydrate snack (a banana, an apple,
toast and jam, whole-grain cereal) an hour or two before bedtime.
N O T-S O -GO O D TH I NG S : A high-energy child is easily bored. If he has Read aloud to him while he’s in bed. Then, if he wants, let him lis-
to sit still and wait for others to catch up, he might get frustrated and
ten to relaxing music in the dark, with the volume turned low.
act out. If he doesn’t have opportunities to release his pent-up energy,
he might squirm in his seat, have trouble paying attention, and refuse 4. If you’re told that your child has ADD/ADHD, stay calm. Know that
to do his schoolwork. Some adults might wrongly assume that he has teachers usually aren’t qualified to decide if a child has this dis-
LD (learning disabilities), ADD (Attention Deficit Disorder), or ADHD order. (ADD/ADHD is a diagnosis, not an opinion.) Have your child
(Attention Deficit Hyperactivity Disorder). If this happens, his gifted- checked out by a doctor. Learn as much as you can about ADD/
ness may go unnoticed because the adults will focus on his learning ADHD. Find out what’s really happening in the classroom. And
problem. Plus there’s the old misconception that a child with learning don’t be too quick to put your child on medication. That seems to
problems can’t possibly be gifted. be the right choice for some children with attention difficulties, but
not all children. It’s definitely not the answer for gifted children
whose real problem is a lack of stimulation in the classroom.
55
One evening, 7-year-old Kira was too wound up to go to bed. So she Are there more ways to be gifted?
read three books. Then she did all of the puzzles in a puzzle book (for Howard Gardner, a Harvard psychologist and winner of the MacArthur
ages 9–12). After that, she used the computer to document the fam- “Genius” award, believes there are at least eight different ways to be
ily tree. Next, she created and drew a cartoon strip. Then she experi- gifted. He calls these “multiple intelligences.” They are:
mented to see if, when you place a tissue in the bottom of a glass, flip
the glass over, stick it into a bowl of water, and then remove it, the tis- Linguistic intelligence. Is good with words, language, sto-
sue stays dry. Still wide awake, she made several origami cranes from ries. Is an excellent reader, writer, listener, speaker, speller.
Loves memorizing information and building vocabulary.
memo pads and napkins, and after that she made name tags for the
cranes. By then it was 2:30 A.M., and Kira finally turned in for the night.
David, 3, saw a scary movie about ghosts in cemeteries. He decided
that “graveyard” was the wrong word; such places should be called
“braveyards.”
MYTH: Gifted kids need less sleep than other children.
FACT: Gifted kids need just as much sleep Musical intelligence. Is sensitive to melody, rhythm, musi-
as other children. But because they’re so cal patterns, tempo, pitch. May play one or more instru-
busy thinking, planning, problem ments, with training or by ear. Appreciates many different
solving, and creating, they may kinds of music.
have a harder time calming
down and going to sleep.
57
Visual-spatial intelligence. Understands how objects and
Jeanette, 3, was singing a long, involved ballad about frogs and bal- figures relate in three-dimensional space. Can rotate shapes
lerinas. Suddenly her grandmother realized that the melody stayed in mentally and “see” them from all angles. Enjoys chess,
puzzles, LEGOs, maps.
one key, the words rhymed, and they also “scanned”—they were per-
fectly in sync with the rhythm of the music.
When Luke was 5, he loved drawing maps showing parts of Pasadena,
Logical-mathematical intelligence. Easily learns patterns, Texas, the city where his family lives. Pasadena is known locally for the
calculations, negotiation skills, numbers, math concepts. way its streets curve around, sometimes even changing names after a
Often enjoys science. Loves games, riddles, puzzles, brain- curve. To make his maps more interesting (and to see if his parents were
teasers, computers. really looking at them), Luke would invent streets and add them in. It
tickled him when his mom couldn’t tell which were the fake streets.
Shortly after he turned 3, while working his way through the “N” volume
of an encyclopedia, Michael read the section on numbering systems. Bodily-kinesthetic intelligence. Is good at handling and
He went to his mother and asked her to solve the following equations: manipulating objects. Has excellent body and/or fine
A – 1 = 1; A =10. His mother was baffled. Michael grinned and yelled, motor control. Moves with grace and ease. Excels at crafts.
Is a great mimic.
“Binary code! Base two!”
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Maria, 4, loved her gymnastics class. One Saturday, after the instruc- Bobby, 8, struggled with a writing assignment at school. He started
tor showed her a new move, she did it twice while he helped her and three different stories but always got stuck after a few sentences.
corrected her technique. On her third try, she did it perfectly with no Finally he finished one, turned it in, and got high marks from the
help. “How could you learn the move so quickly?” the instructor asked. teacher. When he took his story home and gave it to his mother, he told
“My body remembers,” Maria replied. her he wasn’t happy with it. “Why not?” his mom wanted to know.
“Because it’s not a good story,” he answered. “I don’t have the courage
to write down how I really feel.”
Interpersonal intelligence. Gets along well with others.
Understands other people and their feelings. Is a natural
leader and born mediator. Naturalistic intelligence. Has a built-in love of nature. Feels a
personal connection to plants and animals. Enjoys being out-
doors. Understands how things fit into groups and categories.
When Santa asked Michael, 3, what he wanted for Christmas, Michael
spoke quietly and briefly, then hopped down from Santa’s lap and tod-
dled back to his parents. “What did you ask for?” his mother asked, Ameli, 9, loves animals. When a proposal arose to create a live animal
hoping it wasn’t the Salad Shooter he’d wanted when he was 2. “I told display in a nearby town, Ameli wrote a letter to the editor in protest.
Santa that what I wanted for Christmas was for all the babies in the “Animals were not meant to live and die in cage-confined areas,” she
world to be happy,” Michael answered. wrote. In her letter, she also mentioned that animals in the wild die nat-
urally, and their bodies go on to become part of the soil in a continuing
cycle of life. The Rocky Mountain Animal Defense League quoted from
Intrapersonal intelligence. Has keen insight into himself.
Ameli’s letter in a large mailing, and no one was happier than Ameli
Manages his own emotions. Sets and reaches goals. Enjoys
keeping a journal. when the townspeople voted not to allow caged animal displays.
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ways TO help Your InTELLIGENT Child YOU KNOW YOUR CHiLD IS GiFTED WHEN...
1. Watch for signs of multiple intelligences in your child. You’ll see
them.
2. Support and encourage your child’s many intelligences, whether
you read his stories or listen to his songs, play chess together, shoot
hoops, or plant a garden. If your child keeps a journal, never read it
without permission.
3. Learn more about multiple intelligences. Read Howard Gardner’s
Intelligence Reframed: Multiple Intelligences for the 21st Century
(Basic Books, 1999).
4. Learn about another type of smarts. Read Daniel Goleman’s Emotional
Intelligence (Bantam Books, 1997).
5. Share this quotation from Howard Gardner with your child (you
may want to make a poster together): “There are hundreds and hun-
dreds of ways to succeed, and many, many different abilities that
will help you get there.”
6. When you’re weary of hearing about test scores and grades, read
these wise words by Thomas Armstrong, author of Awakening Your
Child’s Natural Genius: “Forget the standard IQ meaning of genius,
and use models like the theory of multiple intelligences to help kids She spends four solid weeks studying
succeed on their own terms.” Greek and Roman architecture.
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CHARACTERISTIC: • ignore any and all distractions (including you)
• stay very interested in one thing, then abruptly switch to another
FOCUS, PASSION, INTENSITY when she has learned what she wants to know
(ONE-TRACK MIND)
Gifted children are famously focused. They have incredibly long atten- At age 2, Jake already had a passion for cars. He walked the block kicking
tion spans for things that interest them—as you probably learned when the tires on all the cars—and every morning, he opened the newspaper,
you tried to drag your child away from a project or game. Or when you turned to the classified ads, and colored all the car advertisements. By
announced “Dinner!” for the 10th time to a child whose nose was buried age 3, he could sit on the deck and call out the makes and models of all
in a book. A child with focus, passion, and intensity may: the cars passing by the house. While sitting in his car seat, still barely
able to see out the window, he would endlessly call out, “Toyota
• become so involved in what she’s doing that she isn’t aware
of anything else Camry…Plymouth Voyager…Buick Park Avenue…Mazda 626….” He
• throw herself into something; get immersed, even obsessed loved to attend car shows, where he conversed with the sales people like
• get lost in her own world a pro. He had his own subscriptions to Motor Trend and Auto Week and
• set specific goals and work to achieve them was thrilled when the mail carrier delivered a new issue.
• collect things
• go further than most kids would to pursue an interest, solve
a problem, find the answer to a question, or reach a goal
• take things apart (and put them back together again…maybe) GO O D TH I NG S : Focus, passion, and intensity are not character flaws.
• concentrate on 2 or 3 activities at one time (the original They’re what drive us to do our best, reach our goals, and succeed in
multitasker!) life. Some world-changing discoveries have happened by accident, but
• be very observant and not miss a thing most have been the result of focus, passion, and intensity.
• be very persistent (this child lives by the saying, “If you don’t
succeed, try, try again”)
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N O T-S O -GO O D TH I NG S : A gifted child’s passions can lead to stubborn- 4. Keep track of your child’s school performance. If she’s doing brilliantly
ness, tunnel vision, and resistance to interruption. Highly focused chil- in only one subject, chances are it’s a “passion” and she’s neglect-
dren might ignore their chores, homework assignments, family, and ing the others. Talk with the teacher. What can be done to make
friends during periods of white-hot intensity. They have little or no atten- those subjects more interesting to her?
tion span for things that don’t interest them. If their passion requires 5. Help your child find a balance in life. It’s great to have burning inter-
fine motor skills, they might get frustrated when their body isn’t up to ests, and it’s thrilling to be caught up in them, but other things are
the task. important, too—like family, friends, and time spent having fun or
doing nothing.
ways TO help Your PASSIONATE Child

1. Pay attention to your child’s passions. Support and encourage her by
providing books and magazines on topics that interest her. Look for
related Web sites and explore them together. Introduce your child to
other people who share her passions.
2. For the child who loves taking things apart, keep a steady supply of
things you no longer need. (What about that old wind-up alarm
clock?) Check to make sure they contain no dangerous components
such as mercury, lead, or asbestos. Supervise the young child who
is working with small parts. David, 7, is easily distracted at school. At home, he’s able to spend
3. Share your passions with your child. Maybe you’ll find one (or more) eight hours straight playing computer games such as “Sim Tower” and
in common. “Pharoah”—strategy games designed for teenagers and adults.
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• are highly competitive
What’s wrong with perfectionism? • are afraid of making mistakes
• are afraid of showing any weakness or imperfection
Gifted kids seem especially prone to perfectionism. A few years ago, • procrastinate (knowing they can’t do something perfectly,
hundreds of gifted teenagers were surveyed to learn their concerns they don’t start)
about growing up gifted. Forty-six percent said they needed help learn- • feel sad, scared, and stressed much of the time
ing how to give themselves permission to fail sometimes. Angela, 17, • expect too much of themselves
said, “I personally never felt like anything I did was good enough.” • expect too much of other people, which makes it hard to have
Adriane, 12, said, “Many gifted kids are perfectionists, and they always relationships
think they can do better.” • suffer from the “impostor syndrome”—the feeling that they
Often, gifted kids feel pressured by parents, teachers, and friends aren’t really gifted and don’t deserve their success
who expect them to be perfect. These kids are supposed to get straight
A’s, to know all the answers, and to keep learning as quickly and easily Who wants to live like that? You don’t. And your child certainly doesn’t.
as they always have. As they move through school, however, the mate-
rial gets harder. If they haven’t formed strong study skills, it’s not as
simple to ace tests as it used to be. These kids are full of anxiety and
terrified of failing. MYTH: Perfectionism can sometimes be a good thing.
Why is perfectionism a problem? Because perfectionists often:
FACT: Perfectionism is never a good thing. What’s good is the
• set impossible goals for themselves pursuit of excellence, which is not the same. Gifted kids (and
• limit their options and avoid taking risks their parents and teachers) often get the two confused. Perfec-
• underachieve (knowing they can’t achieve perfection, they give tionism means that you can never fail, you always need approval,
up and stop trying) and if you come in second, you’re a loser. The pursuit of excel-
• aren’t satisfied with their successes lence means taking risks, trying new things, growing, chang-
• can’t enjoy the moment because they’re worried about the future ing…and sometimes failing.
• are super-critical of themselves and others
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8. Tell your child, “Mistakes are for learning.” Model the graceful accept-
WhaT You Can DO ance of your own mistakes. When appropriate, share what you
learned from them.
1. Show your child that you love and accept her “as is”—complete 9. When you’re about to start something new, talk about things that
with imperfections. might go wrong and what you’ll do if that happens.
2. Keep your expectations in check. Make sure they’re realistic and 10. Do a perfectionism self-examination. Are you enjoying your own
humane. achievements? Or are you too hard on yourself? Note: Many per-
fectionistic children have at least one perfectionistic parent.
3. Create a safe environment for failure. Give your child permission to
make mistakes at home. Don’t do everything for her, since this implies
that she can’t do anything right.
“The pursuit of excellence is gratifying and healthy. The pursuit of
4. Praise your child for taking risks, even when things don’t turn out perfection is frustrating, neurotic, and a terrible waste of time.”
the way she planned. Praise efforts as well as successes. Praise appro- — E DW I N B L I SS
priate ways of handling failure. Praise things that have nothing to do
with ability. BUT…
5. Don’t overdo the everyday praise. This can encourage perfection-
ism.Plus children who are praised all the time start believing that
what they do is more important than who they are.
6. Get your child involved in activities that aren’t graded or judged.
7. Tell your child, “Nobody’s perfect. No one is good at everything.
That includes me—and that includes you.”
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P UT- D OW N S VS . P O S I T I V E S YOU KNOW YOUR CHiLD IS GiFTED WHEN...
Criticism promotes perfectionism. Are you too critical of your child?
Instead of this… Try saying this…

“What happened here?” “How do you feel about your
report card?”
“Why can’t you do it right?” “You do a great job of…”
“Why don’t you ever…” “I like it when you…”
“Go look it up.” “Let’s find out together.”
“That was a dumb thing “So you made a mistake.
to do.” What did you learn from it?”
“Act your age.” “I understand how you feel.”
“Are you still working “Keep trying. Don’t give up.”
on that?”
“I told you so.” “Everyone makes mistakes.”
“You should have known “What can you learn from this?”
better.”
“Just get it done.” “I can see that you’re struggling.” He arranges all the books in your home
Adapted from Sally Yahnke Walker, The Survival Guide for Parents of Gifted Kids (Free Spirit Publishing, 1991).
according to the Dewey Decimal System.
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CHARACTERISTIC:
Jake, 3, had always called his dad by his first name, Joe. His mother
LOGICAL THINKING didn’t like this, so she asked her husband to talk with Jake about it.
( STRONG PERSUADER) Their conversation went like this:
Joe: “Jake, Mom would really like it if you would call me Dad.”
Parents of gifted children know what it’s like to be talked into a cor- Jake: “Because you’re my dad and I’m your son?”
ner. (“He’s only six, but somehow he convinced me to let him stay up Joe: “Yes.”
until midnight on the weekends. He argued his case so well that I just Jake: “Then are you going to call me Son?”
gave in!”) The logical thinker may: Joe: “Would you like me to call you Son?”
Jake: “No, I would like you to call me Jake. And I will call you Joe.”
• enjoy counting, weighing, measuring, and categorizing objects
• love maps, globes, charts, calendars, and clocks
• enjoy challenging puzzles
• understand money GO O D TH I NG S :
You don’t have to tell this child to clean his room. He’s
• prefer his environment to be organized and orderly (“a place for way ahead of you. His sense of fairness is catching. He’s also a strate-
everything, and everything in its place”) gic thinker, which makes him good at solving problems.
• give logical, reasonable explanations for events and occurrences
• come up with powerful, persuasive arguments for almost anything N O T-S O -GO O D TH I NG S : Watch out! He can spin very believable stories
• want things to be fair, and complain loudly when they aren’t and talk you into almost anything. He might try to organize people as
• want things to make sense well as things, and people don’t like being manipulated. He might
• understand cause-and-effect relationships need help with his social skills. His way isn’t always the “right” way,
• want to know reasons for rules even if it’s logical.
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3. When you and your child disagree, take time to hear him out and
12
Jeanette, 3 / , was angry that she was losing a game of “Pretty, Pretty consider his point of view. Being the parent doesn’t make you right
Princess.” Earlier, her father had admonished her for showing poor 100 percent of the time. Keep an open mind. BUT…
sportsmanship. As she abruptly left the game, she told her opponent, 4. Stand your ground when you know you’re right, even if your child
“I’m not being a poor sport. I’ve just suddenly lost the desire to be a “out-logics” you.
princess.” 5. When you must discipline your child, make sure the punishment fits
the crime. He won’t accept or learn from anything but (you guessed
it) logical consequences.
ways TO help Your LOGICAL Child

Zachary, 5, was fascinated by his mother’s camera—an expensive model
1. Give your child positive ways to use his logical thinking skills. Put with lots of lenses. No matter how often she told him to please leave it
him in charge of projects around your home. Let him organize the
alone, she kept finding him with the camera bag open and its contents
CDs, videos, or canned goods. Ask him to help plan meals and fam-
ily events. scattered around him. Exasperated, she asked, “Why
can’t you just accept that the camera is off limits?”
2. Are you planning a family road trip? Give “Because it’s for using,” he answered. “You’re not
your child the maps and ask for his input.
using it, so why can’t I?”
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Are young gifted children How can I help my child make friends?
capable of abstract thinking? To a parent, few things are more painful than a child who cries, “I
don’t have any friends!” We know how important relationships are,
Many are. They think in symbols and pictures. They perceive relation- and we want our children to know the joys of friendship. We also (let’s
ships between people and things. They grasp concepts like death and confess) want our kids to be popular. Or at least well-adjusted socially.
time. Parents who at first dismiss their child’s comments as random “Just not a nerd!” as one parent said.
cuteness soon realize that the child really “gets it.” This is another way When gifted kids have social problems, it’s usually because they
in which gifted children may be very different from other kids their age. don’t have real peers to interact with—children with similar interests,
abilities, passions, and talents, not just kids the same age. Sometimes,
in an effort to fit in, gifted kids pretend to be less smart than they are,
Soon after hearing about time machines, 3-year-old Eli asked his mom, which can lead to underachievement.
“If you and I died, could Daddy use a time machine to see us alive
again?” He thought about it some more and added, “You could use a
time machine to stop the accident of the ship spilling the oil!” MYTH: Gifted kids are social misfits.
After watching a TV program on endangered species, Lars, 5, made a FACT: Some gifted kids find it hard to get along with children
poster to protest environmental abuses. At the center was a skull-and- their own age. Their vocabularies are more advanced, and their
crossbones in a circle with a line drawn diagonally through it. His father interests are more sophisticated, intense, and diverse. But
asked, “What kind of skull is that?” “It’s a cow’s skull,” Lars explained. they’re not social misfits. Gifted kids can form close friendships
“Oh,” his dad joked, “I didn’t know cows were endangered.” “They’re and lasting, meaningful relationships. They may need adult help
finding the right people and developing social skills.
NOT, Dad,” Lars replied. “The skull is a SYMBOL of death.”
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WhaT You Can DO YOU KNOW YOUR CHiLD IS GiFTED WHEN...
1. Help your child connect with other gifted kids. Talk with your
child’s teacher or the gifted program teachers at other schools.
Consider joining the National Association for Gifted Children (NAGC)
or a state organization dedicated to gifted children. For more infor-
mation, see page 112.
2. Get your child involved in activities and programs outside of
school—groups, clubs, and organizations where he’ll meet people
who share his interests.
3. Look for science, art, or music classes that mix older and younger
children. Some schools combine grades 1–3 and 4–6; see if this is an
option for your child. Note: This may work for your child when he’s
in first or second grade, but probably not when he’s in third grade.
4. Help your child find a mentor—a caring adult or teenager who will
guide and encourage him. For more about mentors, see page 112.
5. Encourage and allow him to have friends of all ages—older and younger.
“The term ‘peer’ does not…mean people of the same age, but
refers to individuals who can interact at an equal level around
She insists that everyone who visits your home
issues of common interest.” —W. C . R O E D E L L
bring a canned item for the local food shelf.
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CHARACTERISTIC: • have an emotional connection to animals (some gifted children
are strict vegetarians, even if their families aren’t)
SENSITIVITY • act more emotional than other children her age
• cry, anger, and/or excite easily
( FEELS EVERYTHING) • ask many questions about pain, suffering, and/or violence
• respond emotionally to photographs, paintings, and/or sculptures
Gifted kids feel more intensely than other children their age. Their • respond emotionally to music
emotions seem to range from hysterical laughter to buckets of tears. • share her feelings and moods through one or more of the arts—
Many people can accept that gifted kids have adult-like intelligence, music, drawing, painting, sculpture, dance, singing
but adult-like emotions make them uncomfortable. The child who
wins first prize for a report on world hunger is praised, but the child
who can’t sleep because she’s worried about world hunger is viewed
with suspicion. (Is she trying to get attention? Being overly dramatic? When Courtney was 6, she and her family went to a restaurant. She
Or is there something wrong with her?) A sensitive child may: ordered juice, and it arrived in a Styrofoam cup. It was barely on the
table when Courtney returned it to the waitress, saying politely, “I’m
• have empathy (understanding and awareness of other people’s sorry, but I can’t drink from this cup.” “Why?” the waitress asked. “Do
feelings, thoughts, and experiences) at an early age you need a different straw?” “No, thank you,” Courtney answered.
• have a social conscience at an early age
“The cup is Styrofoam and has chlorofluorocarbons in it, so it’s not
• quickly pick up on other people’s emotions
• be aware of problems that others don’t notice good for the environment.” The waitress didn’t blink or laugh—just
• worry about the world, other people, and/or the environment smiled as she promised to take care of it. She returned with juice in a
• enjoy and respond to beauty glass and solemnly vowed not to use Styrofoam cups again.
• be very curious about the meaning of life and death
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GO O D TH I NG S : Because sensitive children know how it feels to be hurt, ways TO help Your SENSITIVE Child
they’re careful with other people’s feelings. They might be especially
kind and good-natured. They might stick up for friends who are being
bullied or teased, and they place high value on helping others. They’re 1. Acknowledge and respect your child’s feelings. Let her show her feel-
responsive and expressive. ings in whatever way seems right to her. (It’s okay and even good
for children to cry—boys included.)
N O T-S O -GO O D TH I NG S : Sensitive children take things personally. They 2. Talk about feelings openly and honestly. Share your own feelings
worry about things that are too much for them to handle. They carry when appropriate.
the weight of the world on their shoulders and might become fearful,
anxious, sad, even depressed. They have trouble handling criticism or 3. Help your child develop a feelings vocabulary. Teach her words she
rejection. Other people’s strong emotions (parents arguing, siblings can use to describe all kinds of emotions. The more precisely she
fighting) make them very upset. They might be extremely picky about can talk about her feelings, the better.
what they eat and wear (for example, not tolerating tags, seams, or 4. If your child feels deeply about the pain, suffering, and plight of oth-
certain fabrics). ers, take this opportunity to do service as a family. You might work
at a food bank, visit shut-ins, or volunteer at a children’s shelter.
5. Since your child’s strong feelings might embarrass her in public,
When John was a toddler, he would take off his shoes as soon as his teach her simple ways to gain control of her emotions. Examples:
mother put them on his feet. “Why?” she would asked. “My sock hurts,” Count slowly from 1 to 10, then backwards from 10 to 1. Breathe
he would say. John couldn’t tolerate folds of sock inside his shoe, and slowly and deeply. Think about something happy or silly. Note: Be
sure to explain that you don’t want her to hide her emotions, just
the seam had to lie flat in exactly the right spot or off came the sock
“put them away” until she’s in a place where she feels more com-
again. He also couldn’t stand the feeling of most sweaters, and all tags fortable letting them out.
in the backs of his shirts had to be removed.
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“Giftedness is a greater awareness, a greater sensitivity, and a
How can I help my child handle teasing?
greater ability to understand and transform perceptions into intel- Your child comes home in tears. Why? Because someone teased her for
lectual and emotional experiences.” —AN N E M AR I E R O E P E R being smart…again.
Gifted kids get teased a lot. Sometimes they can handle it, and some-
times they can’t. Sometimes teasing turns into bullying.
If your child tells you she’s being teased, treat this as a cry for help.
When Benjamin was 3, his mother was struggling to make ends meet. Don’t ignore it, and please don’t suggest that she “stop being a baby”
As the holidays grew near, she worried that she wouldn’t be able to give and fight back. There’s already too much violence in our schools and
communities.
Benjamin very much. He entered a competition to win a huge Christmas
stocking—and he won! The stocking barely fit in their little car. When
“In America we often make fun of our brightest students, giving
they got it home and began exploring its riches, Benjamin said, “It’s so
them such derogatory names as nerd, dweeb, or, in a former day,
much, Momma.” Then he chose a few of the presents for himself and
egghead. We have conflicting feelings about people who are
insisted on taking the rest of them to Penn House, a social service
smart, and we give conflicting signals to our children about how
agency in Lawrence, Kansas, so other
hard they should work to be smart. As a culture we seem to value
children could have new toys, too. His
beauty and brawn far more than brains.” — G R E G O RY AN R I G
mother, touched by his sensitivity and
sweetness, asked him why he would give
away so much of his bounty. “We have
enough, Momma,” he said. “And,” says his
mother, “we did.”
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5. Practice with your child some ways to handle teasing. Here’s one:
WhaT You Can DO Stand straight and tall with both feet on the ground. Slowly breathe
in while counting to three. Then slowly breathe out while counting
to six. Look the teaser in the eye and say, “I don’t like it when you
1. Stop what you’re doing and really listen to your child. Don’t dismiss
tease me, and I want you to stop.” Then walk away.
the teasing as “normal.” Teasing may happen everywhere, but that
doesn’t make it normal. 6. If the teasing is happening at school, encourage your child to talk
with the teacher. If the teasing continues, make an appointment to talk
2. Affirm your child’s feelings. You might say, “I understand that you
with the teacher yourself. Do this right away if you think your child is
feel sad and maybe even angry. Teasing really hurts.”
being bullied. Bullying is a serious problem that must be addressed
3. Talk with your child about why people tease. In general, these seem and stopped.
to be the main reasons:
• because they’re jealous
• because they feel threatened and/or inferior
• because they don’t like the person they’re teasing
• because they don’t know positive ways to relate and communicate
• because they think teasing is fun
4. Talk with your child about her experience with teasing. Ask:
• Who’s teasing you?
• Do you care about this person?
• Do you care what this person thinks of you?
• Why do you think this person is teasing you?
• Are you going to let the teasing bother you?
• What happens if you do? (You let the teaser determine how you feel.)
• What happens if you don’t? (You take charge of your own feelings.)
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Building a child’s self-esteem isn’t about flattery, compliments, and
How can I help build my child’s self-esteem? praise. It’s about acceptance, affirmation, encouragement, and respect.
Note: Researchers have found that girls ages 8 and 9 are assertive,
In recent years, there’s been a lot of negative talk and press about self- self-confident, and have high self-esteem. Around age 11, girls’ self-
esteem. If you believe what you hear and read, you may be thinking esteem starts to fall. They become insecure about their abilities, feel-
that self-esteem is a bad thing—that having self-esteem is the same as ings, looks, and ability to make decisions. If you have a daughter, keep
being conceited or feeling superior to other people. this in mind as she approaches adolescence. Check your library or
Kids with self-esteem aren’t stuck-up. They’re confident and sure. bookstore for helpful books. One example: 200 Ways to Raise a Girl’s
They know their own strengths and weaknesses, feelings and needs. Self-Esteem by Will Glennon (Conari Press, 1999).
Here’s an excellent definition of self-esteem:*
“Positive self-esteem is the single most important psychological skill

we can develop in order to thrive in society. Having self-esteem means
being proud of ourselves and experiencing that pride from within.
Without self-esteem, kids doubt themselves, cave in to peer pressure,
feel worthless or inferior, and may turn to drugs or alcohol as a crutch.
With self-esteem, kids feel secure inside themselves, are more willing
to take positive risks, are more likely to take responsibility for their
actions, can cope with life’s changes and challenges, and are resilient
in the face of rejection, disappointment, failure, and defeat.”
Pride doesn’t come from the outside. It comes from the inside—
from doing things worth being proud of, and being the kind of person
others look up to.
* Gershen Kaufman, Lev Raphael, and Pamela Espeland, Stick Up for Yourself! Every Kid’s Guide to Personal
Power and Positive Self-Esteem (Free Spirit Publishing, 1999, p. vi).
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WhaT You Can DO YOU KNOW YOUR CHiLD IS GiFTED WHEN...
Here are five ways to build or boost your child’s self-esteem:
1. Let her know that you love her. Show her and tell her every day.
Make it clear that you love her just for herself, not because she’s
gifted. Give her the kind of absolute, unconditional love we all need.
2. Tell her specific things you like and admire about her. Go beyond
school performance. Does she have a great sense of humor? Do
you love her smile? Or the way she helps her little brother pick up
his toys?
3. Treat her with respect. Listen carefully when she has something to
say. Talk to her with kindness and love in your voice. Try not to
shout or yell, even when you’re frustrated or angry.
4. When your child makes a poor choice or a mistake, separate the
deed from the doer. The behavior is bad, not the child.
5. Have family meetings where everyone talks about their accomplish-
ments—things that made them feel proud that week.
He can always make you smile.

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CHARACTERISTIC:
When Alexa was 4, she was interested in dinosaurs. Her parents got
SENSE OF HUMOR her a placemat describing the various dinosaurs by their ages—
( KEEPS YOU LAUGHING) Cretaceous, Jurassic, and so on. She was also amused by the words for
various bodily functions, including “crepitate”—which means “to make a
Perhaps because they’re bright and curious, energetic and emotional, crackling sound” or, more commonly, “to pass gas.” One night she pro-
creative and passionate, many gifted kids also have a sense of humor. claimed, “Daddy’s entering the Crepitaceous period!”
A child who does may:
• love to laugh
• make up riddles and jokes with GO O D TH I NG S : What’s life without laughter? A sense of humor is
double meanings essential to our emotional well-being. Sharing laughter with family
• understand and enjoy puns and and friends brings us closer together. Plus studies have found that
subtle jokes laughter is good for our physical health. It reduces stress and helps the
• “get” jokes that go over the heads body fight illness and disease. For gifted kids who feel like nerds or
of other kids his age outsiders, being funny can help them feel popular and accepted.
• make up puns
• love all kinds of wordplay N O T-S O -GO O D TH I NG S : Brains, verbal skills, and a sense of humor can
(silly definitions, rhymes, add up to trouble. Inside every gifted child is a class clown waiting to
words that sound alike) get out. A child with the power to make others laugh has the potential
• laugh uproariously at his own to be disruptive. Some gifted kids see humor where others don’t, and
jokes and puns their laughter seems out of place. Their humor may be too advanced
for other kids their age, and they get frustrated when others don’t “get
it.” They may not understand or appreciate the silly or “bathroom”
humor of other children.
95
ways TO help Your HUMOROUS Child Are there other characteristics
1. Talk with your child about humor that’s appropriate and humor that of giftedness?
isn’t appropriate. Some things might be funny at home but not funny
at school or the shopping mall. Many or a few, depending on who you talk to or what you read. So far,
we’ve looked at nine that are generally accepted as signs that a child
2. Laugh at your child’s jokes. (Yes, even the puns!) might be gifted:
3. If you subscribe to a daily newspaper, read the comics together. Cut
out cartoons your family enjoys and post them on the refrigerator or 1. advanced intellectual ability
family bulletin board. 2. verbal proficiency
4. Go to funny movies, rent funny videos, and watch comedy shows 3. curiosity
together on TV.
4. creativity
5. Start a family collection of joke books and cartoon books. Encourage
your child to write his own joke book and add it to the collection. 5. high energy
6. Find funny books and stories to read aloud at bedtime. 6. focus, passion, intensity
7. Once a week (or once a month), have a family dinner where everyone 7. logical thinking
brings a joke or two to share. (and abstract thinking)
8. sensitivity
9. sense of humor
97
According to the U.S. Office of Gifted and Talented, these are the In Teaching Gifted Kids in the Regular Classroom, Susan
characteristics of the “typical gifted preschooler” ages 2–5: Winebrenner writes, “I believe that any student who possesses most
or all of the following characteristics is most probably gifted,” then
• uses advanced vocabulary for age provides this intriguing list:
• uses spontaneous verbal elaboration with new experiences
• has the ability to make interesting or unusual shapes or patterns • learns new material faster, and at an earlier age, than age peers
through various media: blocks, play dough, crayons • remembers what has been learned forever, making review
• has the ability to assemble puzzles designed for older children unnecessary
• uses a sense of humor in general conversation • is able to deal with concepts that are too complex and abstract
• understands abstract concepts such as death and time for age peers
• masters new skills with little repetition • has a passionate interest in one or more topics, and would spend
• demonstrates advanced physical skills all available time learning more about that topic if he could
• demonstrates advanced reasoning skills through explanation • does not need to watch the teacher to hear what is being said;
of occurrences can operate on multiple brain channels simultaneously and
process more than one task at a time
The California Association for the Gifted has this to say:
Susan also suggests that gifted students will
“Some children are able to concentrate for long periods of time at a identify themselves if given learning opportunities
very young age or demonstrate their gifts and talents by using a large they appreciate. When that happens in our schools,
vocabulary, constant questioning, creativity, and/or exceptional abil- we won’t need lists of characteristics anymore.
ity in a particular subject area. Differences commonly found between If you’ve read this far, you have an excellent
most gifted learners and their age peers are advanced comprehen-
idea of what sets gifted kids apart. Most of all, you
sion, faster pace of learning and a need for school work that provides
have your own intuition or “gut feeling” that your
activities which are both complex and fast paced.”
child is special.
99
Advocating for your gifted child WaRning siGns
Maybe your child will have the best possible school experience—
classes that meet his learning needs, teachers who challenge him, and You’ll want to stand up and speak out if your child:
opportunities to pursue his interests, thrive, and succeed.
Or maybe not. Unfortunately, most schools are geared for average • claims to be bored with school or hate school
learners, not gifted learners. Children are placed in programs that • tries to get out of going to school (is often sick, too tired
match their weaknesses, not their strengths. Chances are you’ll have to go, doesn’t want to go)
to go to bat for your child—if not now, then at some point during his • often says he doesn’t like the teacher
schooling. • says he isn’t learning anything in school
• often falls asleep in school
• claims he finishes his school work early and “there’s
“As a parent, you’re part of the single largest power-wielding group nothing to do”
in the school system, more powerful than teachers or administrators.” • is doing too much of the same kind of homework
— SAL LY YAH N K E WAL K E R (simple, repetitious “busy work”)
• is “learning” concepts, materials, and information he
already knows
• starts having self-esteem problems (self-critical, negative, pessimistic)
• shows perfectionistic tendencies or behaviors
• brings home lower and lower grades on assignments and tests
• starts underachieving in school; mentally “drops out”
• brings home reports that he’s “not working up to his potential”
• starts perceiving himself as a failure
• doesn’t get into the gifted program (if that’s where he belongs),
or gets dropped from the gifted program (if that’s where he’s been)
101
Avoid the most common mistakes parents make. These include being
The BasiCs confrontive, being impatient, and assuming that teachers, principals,
and administrators don’t care. This is rarely the case. Also, it helps to
Gather as much information as you can. Ask your child about remember that no matter how brilliant your child may be, the adults
school. What happens during a typical day? What does he like about in charge of teaching him still know more than he does.
school? What doesn’t he like? What would make school better for him?
Get copies of your child’s school records. Ask other parents about their
experiences and their children’s experiences. Learn as much as you
can about gifted education in your district and state. Are there laws
Ten Tips FOR Talking TO TeaChers
that affect and protect gifted children?
1. Make an appointment to meet and talk.
Decide what you want the school to do. Does your child need more
2. If you know other parents who feel the way you do, consider meet-
challenge? More stimulation? More chances to follow his own inter-
ing with the teacher as a group. There’s strength in numbers.
ests? More meaningful homework and less busy work? What do you
want the school to do differently? Find 3. Think through what you want to say ahead of time. Write down
out what options are available so you your questions or concerns. Make a list of the items you want to
don’t ask for the impossible. Talk cover. You might want to copy your list for the teacher so both of
with other parents. you can look at it during the meeting.
4. Choose your words carefully. Avoid negative, blaming language.
Keep in mind that schools are
bureaucracies and that people 5. Don’t expect the teacher to do all of the work or come up with all
often guard their turf. Don’t go of the answers. Be prepared to make suggestions and offer solutions.
straight to the principal. This may
put the teacher on the defensive. 6. Be diplomatic, tactful, and respectful. Remember that the purpose of
Talk with the teacher first. your meeting is conversation, not confrontation.
103
7. Focus on what your child needs, not on what you think the teacher
is doing wrong. Five POsiTive ACTions YOu Can Take
8. Don’t forget to listen. Be open to what the teacher has to say.
1. Get involved in supporting gifted education. Without parent sup-
9. Bring your sense of humor. port, gifted programs wouldn’t exist.
10. If your meeting isn’t the success you hoped it would be, move up 2. Offer to help at your child’s school. If you can, volunteer in your
a level and try talking to the principal or gifted coordinator. Follow child’s classroom. Then you’ll see firsthand what school is like for
steps 1–9 again. Keep moving up until you get some answers and him.
results.
3. When a teacher makes a special effort to help your child, show your
appreciation. Call and say thanks, or send a note or an email.
4. Join (or start) a parent group. In a group, one voice becomes many,
and many voices are hard to ignore. You’ll also benefit from con-
necting with parents who know the system and how it works.
5. Attend all parent-teacher meetings.
105
YO U R R I G H TS A S T H E PA R E N T Taking care of yourself
OF A GIFTED CHILD
“My teacher said we shouldn’t be too proud that we’re smart—that
• You have the right to know if your child’s school has a gifted we got our brains from our parents. But in the newsletter for par-
program. (Even if they call it by another name.) ents of gifted kids, it says it’s very difficult to take care of a gifted
• You have the right to know if your child is in a gifted program child. So why do parents make us smart if it just makes their job
or class. tougher?” — G IR L , 8
• You have the right to know how children are identified for the
gifted program. (Tests? Observation? Assessment? A combination?)
• You have the right to know when children are tested for the gifted It’s estimated that there are between 2–3 million gifted children in the
program and what tests are given. United States alone. Worldwide, gifted kids comprise maybe 5 percent
• You have the right to know your child’s test results and what they of the population.
mean. (If the results are confusing or hard to interpret, ask for help.) So you’re not alone. Take comfort in that—and take care of yourself,
• You have the right to know what kind of training teachers in because you’re going to need your strength, wits, and wisdom in the
the gifted program receive. (Also, how are teachers selected for months and years ahead as you do the tough work of raising a gifted child.
the program?) But even if your child is the most profoundly gifted person in the
• You have the right to know if the gifted program at your child’s history of the world, parenting is only part of who you are. Some
school is working. Ask how the program is evaluated. Ask to see moms and dads literally live for their gifted kids. There’s more to life!
the results of the latest evaluation. Love your child. Do your best to meet his needs at home. Spend time
• You have the right to ask questions and get answers. together. Try your best to get him an education that’s stimulating, re-
• You have the right to visit your child’s school and the gifted warding, and satisfying. Be there for him. And make time for yourself.
program. Regularly set aside a half-hour or an hour just for you. Read a book
• You have the right to be a “pushy” parent—if being “pushy” means or magazine. Take a walk. Call a friend. Take a nap or a bubble bath.
exercising your rights and advocating for your child. When you take care of yourself, you teach your child to do the same.
107
Resources for Parents and Teachers
BOOKS
Alvino, James. Parents’ Guide to Raising a Gifted Child (New York: Ballantine
Books, 1996). A practical guide to raising and educating gifted children.
Clark, Barbara C. Growing Up Gifted: Developing the Potential of Children at

Home and at School (New York: Prentice Hall, 2001). One of the most inter-
Start a new hobby or go back to one you’ve neglected. Maintain esting, information-packed introductions available to the characteristics of
gifted and talented children.
your friendships with other adults. Ask for help when you need it. Look
for humor where you can find it—studies have shown that healthy fam-
Galbraith, Judy. The Gifted Kids’ Survival Guide for Ages 10 & Under
ilies laugh a lot. And never forget that parenting a gifted child has its (Minneapolis: Free Spirit Publishing, 1999). A classic introduction to growing up
own rewards, and they’re priceless. In the words of one parent: gifted, revised and updated. Written to and for gifted kids, but parents and
teachers can read it, too.
“One of the best parts of life with a gifted 2-year-old has been
hearing her day-to-day observations—ones that make us stop our U.S. Department of Education, Office of Educational Research and
busy lives for a moment to see the world from her point of view. Improvement. National Excellence: The Case for Developing America’s Talent
Noticing a metal clothesline pole, she says in excitement, ‘It’s a (Washington, DC: 1993). A conclusive, easy-to-understand report on gifted
big letter T!’ Holding up half an apple slice, she comments, ‘It children’s educational needs. Call toll-free 1-877-4-ED-PUBS (1-877-433-7827)
looks like a sailboat.’ This winter, while we were sitting in a traf- to request a copy. Or find it on the Web (www.ed.gov).
fic jam on the highway, she remarked, ‘Mom, look at the butter
trees over there.’ I looked, and across the sea of cars, the winter Rimm, Sylvia. Keys to Parenting the Gifted Child (Hauppauge, NY: Barrons
tree branches were covered with a layer of fresh snow.” Educational Series, 2001). How to work with schools, manage problems, and
advocate for your child.
109
Saunders, Jacqulyn, and Pamela Espeland. Bringing Out the Best: A Guide for Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom: Strategies
Parents of Young Gifted Children (Minneapolis: Free Spirit Publishing, 1991). and Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted
Hundreds of ways to promote creativity and intellectual development— and Talented, revised edition (Minneapolis: Free Spirit Publishing, 2000). Read
without pushing. this book to discover many ways to meet the learning needs of gifted students
in the mixed-abilities classroom.
Smutny, Joan Franklin, Kathleen Veenker, and Stephen Veenker. Your Gifted
Child: How to Recognize and Develop the Special Talents in Your Child from Winner, Ellen. Gifted Children: Myths and Realities (New York: Basic Books,
Birth to Age Seven (New York: Ballantine Books, 1991). Helps parents and edu- 1997). A psychology professor examines the latest scientific evidence about
cators understand the characteristics and needs of young gifted children. the biological basis of giftedness, as well as the role parents and schools play
in fostering exceptional abilities.
Smutny, Joan Franklin, Sally Yahnke Walker, and Elizabeth A. Meckstroth.
Teaching Young Gifted Children in the Regular Classroom: Identifying,
Nurturing, and Challenging Ages 4–9 (Minneapolis: Free Spirit Publishing,
1997). Written for educators (and parents) who believe that all children
deserve the best education we can give them.
ORGANIZATIONS
Walker, Sally Yahnke. The Survival Guide for Parents of Gifted Kids: How to The Council for Exceptional Children (CEC)
Understand, Live With, and Stick Up for Your Gifted Child (Minneapolis: Free 1110 North Glebe Road, Suite 300 • Arlington, VA 22201
Spirit Publishing, 2002). What giftedness means, how kids are identified as 1-888-CEC-SPED (1-888-232-7733) • www.cec.sped.org
gifted, how to advocate for your child at school, and more. CEC is the largest international professional organization dedicated to improv-
ing educational outcomes for individuals with exceptionalities, students with
Webb, James T., Elizabeth A. Meckstroth, and Stephanie S. Tolan. Guiding the disabilities, and/or the gifted. CEC advocates for appropriate governmental
Gifted Child: A Practical Source for Parents and Teachers (Scottsdale, AZ: policies, sets professional standards, provides continual professional develop-
Gifted Psychology Press, 1989; updated 1995). A classic, packed with parent- ment, advocates for newly and historically underserved individuals with
ing techniques and information to help you help your gifted child. exceptionalities, and helps professionals obtain conditions and resources nec-
essary for effective professional practice.
111
National Association for Gifted Children (NAGC)
1707 L Street, NW, Suite 550 • Washington, DC 20036 WEB SITES
(202) 785-4268 • www.nagc.org
A national advocacy group of parents, educators, and affiliate groups united American Association for Gifted Children at Duke University
in support of gifted education. Join to receive the quarterly magazine Parenting www.aagc.org
for High Potential, discounts on selected NAGC publications, and more. NAGC The oldest gifted advocacy organization in the nation, it publishes educa-
has affiliates in every state. tional materials for researchers, parents, and educators. The site provides
information to parents of gifted children to assist them in raising their excep-
The National Mentoring Partnership tional children.
1600 Duke Street, Suite 300 • Alexandria, VA 22314
(703) 224-2200 • www.mentoring.org CEC Information Center on Disabilities and Gifted Education
A resource for mentors and mentoring initiatives across the United States. ericec.org
Visit the Web site to learn more about mentorship. The site also lists many Search databases, subscribe to discussion groups, find links to other online
local and national organizations that connect mentors with kids and kids with resources, read fact sheets and FAQs, and more at this site full of information
mentors. about gifted education and dual exceptionalities.
Supporting Emotional Needs of the Gifted The Gifted Child Society

PO Box 6074 • Scottsdale, AZ 85261 www.gifted.org
(773) 907-8092 • www.sengifted.org This nonprofit organization provides educational enrichment and support serv-
SENG was formed to bring attention to the unique social and emotional needs ices for gifted children, assistance to parents, and training for educators. Since
of gifted children, which are often misunderstood or ignored. It provided 1957, the Society has served over 50,000 children and their families. In 1975,
adults with guidance, information, resources, and a forum to communicate the U.S. Department of Education named it a national demonstration model.
about raising and educating these children. SENG promotes environments
where gifted individuals can develop positive self-esteem, thrive, and utilize Gifted Children
their talents. www.gifted-children.com
Gifted Children Monthly, a multi-award-winning newsletter “for the parents of
children of great promise,” has ceased publication—and returned as Gifted-
Children.com, a networking and information site.
113
GT World TAG: Families of the Gifted and Talented
www.gtworld.org www.tagfam.org
An online support community for parents of gifted and talented children. Look An Internet-based support community for talented and gifted individuals and
for articles, links, testing information, definitions, three mailing lists, and an area their families. Read the articles and join one or more of the mailing lists.
where members can talk to each other in real time.
World Council for Gifted and Talented Children
Hoagies’ Gifted Education Page www.worldgifted.ca
www.hoagiesgifted.org A global networking organization with an active membership of educators,
Much more than a “page,” this is a wide and respected variety of resources scholars, researchers, parents, educational institutions, and others interested
for parents and educators of gifted youth, from research to everyday success in giftedness. The site provides links, resources, articles, and more on gifted-
stories, personal support groups, and links. ness and helping gifted children.
Jon’s Homeschool Resource Page

www.midnightbeach.com/hs
One of the oldest, largest, and most popular homeschooling sites on the Web.
Start by reading the homeschooling handbooks and answers to Frequently
Asked Questions, contact a support group in your area, and subscribe to the
mailing list.
State Resources for Gifted Education

ericec.org/fact/stateres.html
A list of State Department of Education offices responsible for gifted education
and statewide advocacy groups, with contact information and links (where
available). Advocacy groups offer members a variety of services including par-
ent support groups.
115
INDEX
A good things about, 25
helping children with, 26–27
Abstract thinking, 78 signs of, 24–25
Achievement tests, 30
ADD/ADHD, 55 D
Advocating
Davis, Gary A., 31
basic steps for, 102–103
knowing when to speak out, 101
necessity of, 100
E
Emotional development,
taking positive actions, 105
and giftedness, 49–51
with teachers, 103–104
Energy, high
Anrig, Gregory, 87
challenges of, 54
Armstrong, Thomas, 62
good things about, 54
Asynchronous development, 49–51
helping children with, 55
B signs of, 53
and sleep, 56
Bliss, Edwin, 71
Bodily-kinesthetic intelligence, 59–60
Bray, James, 11
F
Brightness vs. giftedness, 22 Focus, strong
challenges of, 66
C good things about, 65
Creativity, high
signs of, 64–65
challenges of, 45
Friends, making, 79–80
good things about, 45
signs of, 43–44
G
Creativity tests, 30 Gardner, Howard, 57–62
Criticism, avoiding, 72 Gifted children, identifying
Curiosity, insatiable advice for parents, 36–37
challenges of, 25 children easily missed, 32–33
117
developing systems for, 34
in the early years, 35
I P helping children with, 96
signs of, 94–95
using multiple methods, 28 Intellectual ability, advanced Parents Sensitivity, high
ways of, 2, 29–31 challenges of, 8 as identifiers of giftedness, 2, 31 challenges of, 84
Giftedness and getting high grades, 9 rights of, 106 dealing with teasing, 87–89
accepting the differences, 20–21 good things about, 7 taking care of yourself, 107–108 good things about, 84
as an elitist term, 11 helping children with, 8–9 Passion. See Focus, strong helping children with, 85–86
characteristics of, 97–99 signs of, 6–7 Pauling, Linus, 25 signs of, 82–83
federal definition of, 10 Intelligences, multiple, 57–62 Perfectionism Sleep, 56
nurturing, 14 Intensity. See Focus, strong helping children with, 70–72 Smartness. See Intellectual ability,
origins of, 14 Interpersonal intelligence, 60 problems created by, 68–69 advanced
other terms for, 12–13 Intrapersonal intelligence, 60–61 Peterson, Jean, 30 Smutny, Joan Franklin, 35
and physical/emotional development, IQ tests, 29, 48 Physical development, and giftedness,
49–51
K 49–51 T
and sleep, 56 Powell, Philip, 47 Talkativeness. Verbal proficiency,
telling children about, 47–48 Kauffman, Draper, 48 Put-downs, avoiding, 72 advanced
vs. brightness, 22 Teachers, 31, 103–104
See also Creativity, high; Curiosity,
L Q Teasing, dealing with, 87–89
insatiable; Energy, high; Focus, Labeling, 47–48 Questions, endless. See Curiosity, insatiable Tolan, Stephanie, 21, 50
strong; Intellectual ability, advanced; Linguistic intelligence, 57
Logical thinking, strong; Sense of Logical-mathematical intelligence, 58 R V
humor, strong; Sensitivity, high; Logical thinking, strong Rights, parental, 106 Verbal proficiency, advanced
Verbal proficiency, advanced challenges of, 75–76 Rimm, Sylvia, 31 challenges of, 18
Gifted programs good things about, 75 Roedell, W.C., 80 good things about, 18
differing laws on, 36 helping children with, 76–77 Roeper, Annemarie, 86 helping children with, 18–19
elimination of, 36 signs of, 74–75 signs of, 16–17
keeping your child in, 31
M S Visual-spatial intelligence, 59
names for, 47 Self-esteem
necessity of, 38 Meckstroth, Elizabeth A., 35 definition of, 90–91 W
terms commonly used in, 39–41 Musical intelligence, 57–58 in preteen girls, 91 Walker, Sally Yahnke, 35, 100
Grades, high, 9, 30 ways of building, 92 Winebrenner, Susan, 99
N Sense of humor, strong
H Naturalistic intelligence, 61 challenges of, 95
Winner, Ellen, 39
Humor, sense of. See Sense of humor, good things about, 95

strong
119
Other Great Books from Free Spirit
About the Author and Illustrator The Gifted Kids’ Sur vival Guide
For Ages 10 & Under
Judy Galbraith, M.A., has a master’s degree in guidance and coun- Revised & Updated 3rd Edition
seling of the gifted. She has worked with and taught gifted children by Judy Galbraith, M.A.
and teens, their parents, and their teachers for over 20 years. In 1983, Based on 1,000 new surveys of gifted kids, this book will continue to
she started Free Spirit Publishing, which specializes in Self-Help for help countless bright, talented children know they’re not “weird” or
alone in the world. It answers questions about what giftedness is
Kids® and Self-Help for Teens® books and other learning materials. (and isn’t) and much more. For ages 10 & under.
Judy is the author of The Gifted Kids’ Survival Guide: For Ages 10 104 pp.; softcover; illust.; 6" x 9"
& Under. She is also the coauthor of The Gifted Kids’ Survival Guide:
A Teen Handbook and When Gifted Kids Don’t Have All the Answers, When Gifted Kids Don’t Have All the Answers
with Jim Delisle, Ph.D., and What Kids Need to Succeed: Proven, How to Meet Their Social and Emotional Needs
Practical Ways to Raise Good Kids and What Teens Need to Succeed: by Jim Delisle, Ph.D., and Judy Galbraith, M.A.
Proven, Practical Ways to Shape Your Own Future, with Peter L. Gifted kids are much more than test scores and grades. Topics
include self-image and self-esteem, perfectionism, multipotential,
Benson, Ph.D., and Pamela Espeland.
depression, feeling of “differentness,” and stress. Includes first-
person stories easy-to-use strategies, survey results, activities,
Ken Vinton, M.A., is the author/illustrator of Alphabetic Antics and reproducibles, and up-to-date research and resources. For teachers,
Write from the Edge and has illustrated several other books. He teaches gifted coordinators, and other adults working with gifted kids
1 1
art to 7th–9th graders in Pennsylvania and works with gifted students (including parents). 288 pp.; softcover; B&W photos; 7 ⁄4" x 9 ⁄4"
in the area of creativity. He also teaches art education at Indiana
University of Pennsylvania. Ken and his wife are the parents of two
gifted grown-ups, a son and a daughter.
For pricing information, to place an order, or to request a free catalog, contact:
Free Spirit Publishing Inc.

217 Fifth Avenue Nor th • Suite 200 • Minneapolis, MN 55401-1299
toll-free 800.735.7323 • local 612.338.2068 • fax 612.337.5050
help4kids@freespirit.com • www.freespirit.com
Fast, Friendly, and Easy to Use
www.freespirit.com
Browse Info Quick Stop in
the & extras Many and see!
check-
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Our Web site makes it easy to find the positive, reliable resources
you need to empower teens and kids of all ages.
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Find anything superfast.
Request the Catalog.

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you enter at our site—including your name, address, and credit card
number—is secure. So you can order with confidence when you order
online from Free Spirit!
1.800.735.7323 • fax 612.337.5050 • help4kids@freespirit.com

From You Know Your Child Is Gifted When . . . A Beginner's Guide to Life on the Bright Side by Judy Galbraith, M.A., copyright ©2000.
Used with permission of Free Spirit Publishing Inc., Minneapolis, MN; 800-735-7323; www.freespirit.com. All rights reserved.
GALBRAITH
PARENTING/GIFTED
YOU KNOW YOUR

CHiLD IS GiFTED WHEN...
YOU K N O W

“What does it mean to be gifted? Is it about being smart? Creative? Talented? Or what?”
R C H i L D I S
If you’ve ever asked these questions, this book is for you. Humorous cartoons blend
with solid information on giftedness—its characteristics, challenges, and joys. First-
person stories from parents who have been there offer reassurance and insights. As you YOU E N . . .
smile at the illustrations and anecdotes, you’ll discover what sets gifted kids apart and
how you can support your child’s unique abilities. You’ll strengthen your parenting
skills and get answers to other questions you’ve wondered about—like “Are gifted kids
really that different?” “How are kids selected for gifted programs?” and “How can I help
E D W H
G i F T UIDE TO LIFE
my child make the most of his or her abilities?” And you’ll sigh with relief as you learn
ways to help your young gifted child—and yourself.
G I N N E R ’ S G
JUDY GALBRAITH, M.A., is the founder and president of Free Spirit Publishing and author of The Gifted
Kids’ Survival Guides. She has worked with and taught gifted children and teens, their parents, and A BE I G H T S I D E
their teachers for over 20 years. KEN VINTON, M.A., is the author and illustrator of Alphabet Antics and
Write from the Edge. He teaches art to 7th–9th graders and creativity to gifted students. He also teaches
art education at Indiana University of Pennsylvania. Ken and his wife are the parents of two gifted
ON THE BR
grown-ups.
ISBN-13 978-1-57542-076-9
ISBN-10 1-57542-076-7
5 JUDY GALBRAITH, M.A.
AUTHOR OF THE GIFTED KIDS’ SURVIVAL GUIDES
9 781575 420769
ILLUSTRATED BY KEN VINTON, M.A.

You Kno W Your CH Ild Is Gifted W HEN..

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GALBRAITH

YOU KNOW YOUR

YOU KNOW YOUR CHiLD IS GiFTED WHEN...

YOU KNOW YOUR CHiLD

Judy Galbraith, M.A.

Cover and interior design by Percolator

Free Spirit Publishing Inc.

Judy Galbraith, M.A.

He knows everything there is to know

Prodigy: Describes someone with Elite: This used to be a positive

Knows the answers. Asks the questions.

Is interested. Is extremely curious.

Pays attention. Gets involved physically and mentally.

Works hard. Plays around, still gets good test scores.

Answers questions. Questions the answers.

Enjoys same-age peers. Prefers adults or older children.

Is good at memorizing. Is good at guessing.

Learns easily. Is bored. Already knew the answers.

Listens well. Shows strong feelings and opinions.

Is self-satisfied. Is highly critical of self

He has already asked “Why?” 100 times today…

• ask a lot of questions—one after another

students who develop at different rates and whose interests

We should also think about identifying gifted kids earlier than we

Independent study: Letting students work at their own pace on programs

• have an imaginary friend

• stay active until he drops—all day and into the night

You’re exhausted all the time.

ways TO help Your PASSIONATE Child

Instead of this… Try saying this…

ways TO help Your LOGICAL Child

“Positive self-esteem is the single most important psychological skill

He can always make you smile.

Clark, Barbara C. Growing Up Gifted: Developing the Potential of Children at

Supporting Emotional Needs of the Gifted The Gifted Child Society

Jon’s Homeschool Resource Page

State Resources for Gifted Education

Humor, sense of. See Sense of humor, good things about, 95

Free Spirit Publishing Inc.

Beyond the Home Page.

The Search Box.

Request the Catalog.

1.800.735.7323 • fax 612.337.5050 • help4kids@freespirit.com

YOU KNOW YOUR

YOU KNOW YOUR CHiLD IS GiFTED WHEN...

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